Which type of mental retardation involves the need for daily help and support in school?

Which type of mental retardation involves the need for daily help and support in school?

• A. Extensive Retardation
• B. Pervasive Retardation
• C. Limited Retardation
• D. Profound Retardation

Answer: (A)

The type of mental retardation that involves the need for daily help and support in school is best identified by the term that indicates a substantial level of impairment in functioning across multiple settings. Individuals requiring extensive support typically have a significant degree of cognitive and adaptive challenges that necessitate continuous assistance in educational environments. In this context, those classified under "extensive" retardation often require ongoing assistance in daily living and learning tasks. This support can manifest in various ways, including modifications to the curriculum, personalized instruction methods, and aid during social interactions, emphasizing how critical structured support is for their success in educational settings. Other classifications, such as profound or pervasive retardation, convey different levels of need. Profound retardation signifies a severe level of impairment, often requiring intensive care beyond what is typically expected in a school environment. Conversely, "limited" retardation denotes individuals who can function with some degree of independence in certain areas, thereby requiring less support. Therefore, the distinction lies in the extent of the support required in daily activities, particularly in educational contexts, thereby making extensive retardation the correct choice.

The type of mental retardation that involves the need for daily help and support in school is best identified by the term that indicates a substantial level of impairment in functioning across multiple settings. Individuals requiring extensive support typically have a significant degree of cognitive and adaptive challenges that necessitate continuous assistance in educational environments.

In this context, those classified under "extensive" retardation often require ongoing assistance in daily living and learning tasks. This support can manifest in various ways, including modifications to the curriculum, personalized instruction methods, and aid during social interactions, emphasizing how critical structured support is for their success in educational settings.

Other classifications, such as profound or pervasive retardation, convey different levels of need. Profound retardation signifies a severe level of impairment, often requiring intensive care beyond what is typically expected in a school environment. Conversely, "limited" retardation denotes individuals who can function with some degree of independence in certain areas, thereby requiring less support. Therefore, the distinction lies in the extent of the support required in daily activities, particularly in educational contexts, thereby making extensive retardation the correct choice.