Screening for developmental delays, including mental retardation, begins at birth. However, mental retardation is not usually diagnosed until much later, often when parents notice that a child is lagging behind peers or siblings. In general, the more severe the retardation, the earlier it is noticed. Mild cases may not be detected until the child begins school. The earlier mental retardation is identified, the better. If treatment and learning assistance begins early, levels of functioning can be increased and cognitive disabilities can be reduced.

All children with mental retardation require an ever-changing educational and training program that is individualized especially for their abilities and needs. These programs are guaranteed by the federal government through the Individuals with Disabilities Education Act (IDEA). This law regulates early intervention and special education services (provided by local schools) for all children with disabilities.

Young children with mental retardation may need assistance developing certain basic skills (e.g., motor skills, speech and language skills). These children are eligible for early intervention services, which may be available at little or no charge to parents. These services include an Individualized Family Services Plan (IFSP). This plan evaluates the unique needs and goals for each child and devises methods to address them.

Early intervention services frequently focus on adaptive skills. These are the skills that allow an individual to live, work and play in his or her community. They include communication skills, self-care skills (e.g., dressing, bathing, toilet training), health and safety lessons, home skills (e.g., making the bed, cleaning the bedroom, setting the table) and social skills (e.g., manners, rules of conversation, group structure and playing games).

Once children with mental retardation reach school-age, an Individualized Education Plan (IEP) replaces the IFSP. Like the IFSP, the IEP evaluates and addresses the unique needs and goals of a child. However, the plan is now more geared toward academics and school. Children with mental retardation require a special setting, including individual attention and support. However, many children with mild mental retardation may attend regular classes with other children their age, although they still require personal assistance from a teacher or aide, both in and out of the classroom. The education of children with mental retardation focuses on lifelong vocational pursuits. A particular interest or talent may be honed, with special vocational training or exposure to the job setting. For example, a child with an interest in cars may be educated with a strong focus towards machines and mechanics.

Children with mental retardation often can participate in many activities (e.g., sports, dance, music, art) with other children their age who do not have developmental disabilities. Their abilities to participate in these activities depend on their overall physical condition, including any condition that may have caused their mental retardation.

It is important that children with mental retardation are treated kindly and fairly. They may realize that they are behind other children their age in development and academics. In some cases, they may be bullied. Some of these children suffer from frustration or anxiety and some may act out in order to gain attention. Children with mental retardation need encouragement and support to prevent or overcome these potential obstacles.

Severe and profound mental retardation can lead to other problems. Children with such retardation may never learn adequate self-care or communication skills. There is some controversy as to whether these children are better suited to residential settings that include special education and extensive services or to community group homes and other smaller, more normal environments.

There are a number of steps parents, caretakers and teachers of children with mental retardation can take to help the child. It is important to encourage independence, including teaching adaptive skills whenever possible. The presentation of tasks and information needs to be concrete and clear. Breaking tasks and new information into smaller steps and facts and giving immediate feedback tends to help these children learn. Appropriate chores, with special attention to the child’s age, attention span and abilities, can make the child feel productive and independent. Socialization (e.g., scouts, recreational center activities, sports) can help build social skills and allow the child to have fun with other children of similar age. The child’s strengths and interests can be emphasized both in the classroom and at home.