Unit four was about mental retardation and intellectual disabilities. According to Karen L. Freiberg, it is no longer “politically correct” to use the term “mental retardation”. “Children with significantly subnormal intelligence were once classified as “educable,” “trainable,” or “custodial” for purposes of placement (Freiberg, 2015, p. 52). Children with intellectual disabilities are categorized, due to the level of support needed, and placed within the least restrictive environment. “The IDEA mandates free and appropriate education (FAPE) in the least restrictive environment (LRE) with nondiscriminatory, multidisciplinary assessment, annually updated individualized education programs (IEPs), parental participation and due process” (Freiberg, 2015, p. 52). There is no research that suggests the reason babies are intellectually disabled, but theories lead…show more content… Self-determination is a child or persons ability to make a decision for themselves. One key idea presented within the article is “All people want some level of self-determination in their lives” (Marks, 2008/2015, p. 63). Marks shares the importance in allowing students, especially those with intellectual disabilities, the chance for them to make a decision. Key idea two is “Rich and varied experiences are necessary for promoting self-determination” (Marks, 2008/2015, p. 63). By providing a variety of experiences for students with intellectual disabilities, students are encouraged to make decisions. Key point three that Marks presents in this article is “Self-determination is a lifelong learning process” (Marks, 2008/2015, p. 64). Students with disabilities will continue to learn throughout their lives. Susan Marks (2008/2015) encourages all teachers to “create educational learning environments that offer opportunities for self-determination”
