Global Journal of HUMAN SOCIAL SCIENCE

Linguistics & Education

Volume 13 Issue 10 Version1.0 Year 2013
Type: Double Blind Peer Reviewed International Research Journal
Publisher: Global Journals Inc. (USA)
Online ISSN: 2249-460x&Print ISSN: 0975-587X

Language Stimulation for Children with Mental Retardation-An

Activity Manual for Parents
By Rajeev Ranjan & T. A Subbarao
College of Speech and Hearing, India
Abstract - The objectives of the Study: To develop training activities and guidelines suitable for
north Indian home settings in an activity manual and to field test the developed material on a
group of Hindi-English speaking parents of mental retardation. Method : 20 Parents and 20
Special educators (Mental Retardation) were included in this study. Field Study tool
(Questionnaire) was developed on the base of coverage of content, use of language, style of
presentation and difficulties in home implementation. Questionnaire and activities described in
the manual were given to all the subjects for one week reading and they were asked to rate the
questionnaire.
Keywords : language stimulation, activity manual, mental retardation, home, parents, children,
special educators, questionnaire.
GJHSS-G Classification : FOR Code: 200399

Language Stimulation for Children with Mental Retardation-An Activity Manual for Parents
Strictly as per the compliance and regulations of:

© 2013. Rajeev Ranjan & T. A Subbarao. This is a research/review paper, distributed under the terms of the Creative Commons
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 Language Stimulation for Children with Mental
Retardation-An Activity Manual for Parents
Rajeev Ranjan α & T. A Subbarao σ

Abstract - The objectives of the Study: To develop training Mental Retardation is a disability characterized
activities and guidelines suitable for north Indian home by significant limitations both in intellectual functioning
settings in an activity manual and to field test the developed

Year 2013
and adaptive behavior as expressed in conceptual,
material on a group of Hindi-English speaking parents of
social and practical adaptive skills. This disability
mental retardation.
originates before age 18” (AAMR, 2002).
Method : 20 Parents and 20 Special educators
(Mental Retardation) were included in this study. Field Study “Five assumptions essential to the application
tool (Questionnaire) was developed on the base of coverage of the definition:
of content, use of language, style of presentation and 1. Limitations in present functioning must be 20
2
37
difficulties in home implementation. Questionnaire and considered within the context of community

Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

activities described in the manual were given to all the environments typical of the individual’s age, peers
subjects for one week reading and they were asked to rate the and culture.
questionnaire. 2. Valid assessment considers culture and linguistic
Result : The data were statistically analyzed using diversity as well as differences in communication,
Independent sample t-test to find out any significant difference
among the groups. Result showed there was no significant
sensory, motor and behavioral factors.
difference among the groups. Both groups agreed that the 3. Within an individual, limitations often coexist with
most suitable material has been included regarding the strengths.
coverage of content used in activity manual. 4. An important purpose of describing limitations is to
Conclusion : There was no suggestion and no develop a profile of needed supports.
difficulty faced by both the groups while implementing the 5. With appropriate personalized supports over a
manual at home, as both Parents and Special Educators rated sustained period, the life functioning of the persons
the questions similarly. The activity manual will be helpful to with mental retardation generally will improve”
the parents for planning and carrying out the activities in day
(AAMR, 2002).
to day routine for their child and it’s a compliment for the
special educators. The definitions prevalent in India are given
Keywords : language stimulation, activity manual, below, which are a part of legislations adopted by the
mental retardation, home, parents, children, special Government of India, these are:
educators, questionnaire. 1. The persons with Disabilities (Equal Opportunities,
Protection of Rights and Full Participation) Act,
I. Introduction 1995: Mental Retardation refers to a condition of

M
ental Retardation (MR) is an idea, a condition, a arrested or incomplete development of mind of a
syndrome, a symptom and a source of pain and person which is specially characterized by the sub
bewilderment to many families. Its history dates normality of intelligence.
back to the beginning of man’s time on earth. The idea 2. National Trust for the Welfare of Persons with
of mental retardation can be found as far back in history Autism, Cerebral Palsy, Mental Retardation &
as the therapeutic papyri of Thebes (Luxor), Egypt, Multiple Disability Act, 1999: Mental Retardation is
around 1500 B.C. Although somewhat vague due to the significantly subnormal intellectual ability (as
difficulties in translation, these documents clearly refer measured on individually administered standardized
to disabilities of the mind and body due to brain psychometric tests) accompanied by subnormal
damage (Sheerenberger, 1983). adaptive (common sense, self-help and survival
skills, sometimes known as ‘street smart’) skills.
A range of problems of children with mental
Author α : MASLP, College of Speech and Hearing, Dr. M. V. Shetty retardation has been reported, among these, speech-
Memorial Trust, Manglore-575001, Karnataka, India, 2PhD Student in
Audiology and Speech-Language Pathology (Part time) from AYJNIHH
language problems are important because speech and
(Mumbai), C-164, F-1, Shalimar Garden, Extention-02, Sahibabad, language are an important component of commun-
Ghaziabad, UP-201005, India. E-mail : [email protected] ication. Communication is about the transmission of
Author σ : Professor & Principal, College of Speech and Hearing, information. Effective human communication relies
Dr. M. V. Shetty Memorial Trust, Manglore-575001, Karnataka, India.
E-mail : [email protected]
heavily on language, a system of verbal or gestural
symbols governed by rules in a sophisticated code,

© 2013 Global Journals Inc. (US)

 Language Stimulation for Children with Mental Retardation-An Activity Manual for Parents

though some simple forms of communication such as a retarded children showed that 45% of them had speech
hand clap to attract attention, is non-linguistic. defects. It was also observed that speech defects were
more common amongst a severely subnormal group
II. Literature Review than the subnormal group.
Subba Rao, (1992) while describing speech, An invaluable resource in evaluating and
language and communication problems of Mental treating children with mental retardation is the Childs
Retardation persons, has stated that, “There is no family. Trying to understand and include families in the
typical speech and language pattern of mentally decision making process can ultimately be rewarding
retarded persons. Mentally Retarded children exhibit a and beneficial for all involved.
wide variety of speech and language problem and the In Indian context only one guide for parents has
Year 2013

problems are highly individualistic in nature. That means been developed at National Institute for the Mentally
no two mentally retarded children show the same Handicapped (NIMH), Secundrabad, namely “Training
problems. The range is so wide that one child may not in Communication Skills for Persons with Mental
speak at all and understands very little of other’s speech Retardation (UTILITY GUIDE FOR PARENTS),” by Subba
where as another child has fairly good comprehension Rao & Narayan, (2003). The utility guide is divided into
20
2
38 for day to day living and has enough speech to express two sections, one dealing with details on how children
but the speech is unintelligible. Generally, it is accepted develop their speech and language skills. The other
that the speech and language development in mentally section involves 8 chapters, dealing with activities
Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

retarded children is delayed as compared to normally related to preparatory skills, listening skills, expression
developing children. That means to say that mentally skills, etc. Each activity has information on material and
retarded children develop speech and language skills in context. This has general objectives and limited
the same sequence as do normal children and the activities and their examples in each category.
factors underlying development are same. However,
It is felt that the number of such parent utility
they develop skills more slowly and they have a lower
manual should increase and be available to all needy
ceiling of development than normal individuals. The
parents. It is also felt that there is a need to expand
available evidence suggests that mentally retarded
objectives and activities to suit different socio-cultural-
children are likely to show specific difficulties or delays
language speaking environments. The present manual
in the structural aspects of language particularly in
will include a larger set of activities in limited area /
respect of sentence length, syntax and sentence
objectives. The activities will be focusing on a general
complexity”(PP. 122-123).
The frequency of language disorder is about north Indian cultural set up.
100% below the I.Q-20, around 90% between the IQ 21- III. Methods
50, and about 45% in the mild retarded group (Carrow-
wool folk and Lynch, 1982). In a retrospective analysis of The Present study aims:
300 mentally retarded children done at NIMH (National 1. To develop training activities and guidelines suitable
Institute for the Mentally Handicapped) SubbaRao and for north Indian home settings in an activity manual.
Srinivas, (1989) found that, 81.24% had speech and 2. To include modified and new activities based on the
language deficits. It was noticed that 30% of them had skill areas of prelinguistic skills, listening
no speech and about 60.67% spoke a few words only. comprehension of words and word level expression,
All the children had delayed speech and language which are selected from the work of SubbaRao &
development, articulation defects were 52%, voice Narayan, (2003).
defects were observed in about 39.33% and 13% 3. To field test the developed material on a group of
showed fluency defects. Bharat Raj, (1987) reported that Hindi-English speaking parents of mental
the percentage of speech and hearing defects were retardation.
37% in mild, 21% in moderate, 16% in severe mental a) Material
retardation groups. The most common disorder was Objectives were planned and activities were
delayed speech, which increased with severity of mental written under each objective.
retardation. Speech and language defects were more Selected Objectives under each section are
prevalent amongst males than in females. Shah et al written below.
(1970) reported that 82% of the 133 cases of mentally
retarded from a chronicle population were found to have Section 1. Pre-linguistic skills (Attention):
speech defects and a male-female ratio of 2:1 was 1.A. Helping the child to participate in making and
observed. Gupta, (1970) analyzed 300 cases of breaking towers.
intellectually retarded observed that speech defect was 1.B. Helping the child to match the picture.
one of the main reasons for psychological consultations. 1.C. Encouraging the child to attend to puzzles.
Prabhu, (1968) covering a sample of 320 mentally

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 Language Stimulation for Children with Mental Retardation-An Activity Manual for Parents

Section 2. Listening and comprehension: special educators were from various places of Ranchi
2.A. Helping the child in responding to verbal (Jharkhand) and very few from the Mangalore
sounds. (Karnataka), India. All Parents were Hindi speakers and
2.B. Helping the child to develop name recognition. had a working knowledge of English. The activity
2.C. Helping the child to following simple manual and Questionnaire which contains a set of 15
instructions. questions, in which question no 1 is excluded from the
Section 3. Word level expression: analysis because it generally tells about the previous
3.A. Helping the child to say meaningful single experience/ familiarization about the manuals in general.
words such as /mamma/, /papa/. Question numbers 2 to 9 & 15 are multiple choice
3.B. Helping the child to say his name, or questions which were rated on a 4 point rating scale.
introducing self by name. Question number 10 to 14 are open ended/ descriptive

Year 2013
3.C. Helping the child to name parts of the body. questions that focus on coverage of content, use of
language, style of presentation and difficulties in home
Under each objective, three principles were
implementation. Questionnaires were given to the
taken, namely: Creating a need to communicate in the
parents and special educators for one week reading at
environment, Role reversal and Hiding objects. Under
the end of which Questions were answered. In order to
each principle three activities were listed, which was 20
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39
analyze the data, the rating points were scored as
based on home environment/ home based.
follows: 1 - No, 2 - Very limited/ little, 3 - Mostly suitable/

Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

b) Language and Scope Easy/ Useful and 4 - Very relevant/ Very easy. The
Manual was made in simple English, suitable for results are presented in this section.
graduate level educated parents of mentally retarded
children. It is useful for parents in implementing home
training program and complements the speech
language pathologists/ Special educators.
c) Subjects
20 parents of children with mental retardation
and 20 Special educators of the children with mental
retardation, with minimum experience of 1 year were
involved in field testing.
d) Field Study tool
Questionnaire was developed on the base of
coverage of content, use of language, style of
presentation and difficulties in home implementation.
Total number of questions in the questionnaire-15
Total number of multiple choices of questions-10
Total number of open ended or descriptive
questions-5
Questionnaire and activities described in the
manual were given to all the subjects for one week
reading and they were asked to rate the questionnaire
based on that.
Questionnaires were rated on a 4-point scale
i.e. 1-4 for the purpose of analysis the score was
assigned, i.e. 1 - No, 2 - Very limited/ little, 3 - Mostly
suitable/ Easy/ Useful and 4 - Very relevant/ Very easy
for both the groups only for multiple choice questions.
The open ended or descriptive questions were taken as
a suggestion to improve or reorganize the activities of
the manual.
The data were statistically analyzed using
Independent sample t-test to find out any significant
difference among the groups.

IV. Results
For this study 20 parents and 20 special
educators were selected and most of the parents and
© 2013 Global Journals Inc. (US)
 Language Stimulation for Children with Mental Retardation-An Activity Manual for Parents

Table 1 : Characteristics of Subjects: Parents group

S.No Name Age/Sex Education Age of the MR child Knowledge of English
1. Mr. J.C 24Yrs/M BA 3Yrs/M Yes
2. Mr. I 32Yrs/M PUC 3Yrs/M Yes
3. Mr. G.S 50Yrs/M PUC 18Yrs/M No
4. Mr. R.P 52Yrs/M PUC 2Yrs/M Yes
5. Mr. B.T 31Yrs/M PUC 24Yrs/M Yes
6. Mr. R.P 52Yrs/M BA 18Yrs/M Yes
7. Mr. V.K 52Yrs/M PUC 24Yrs/M No
8. Mr. S.R 40Yrs/M PUC 12Yrs/M Yes
9. Mr. S.P 55Yrs/M MBBS 28Yrs/M Yes
Year 2013

10. Mr. V.M 35Yrs/M IA 10Yrs/M Yes

11. Mr. S.K 50Yrs/M MA 12Yrs/F Yes
12. Mr. H.S 41Yrs/M IA 18Yrs/M Yes
13. Ms. S.R 33Yrs/F MA 3.6Yrs/F Yes
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40 14. Ms. P 26Yrs/F BSC 3Yrs/M Yes
15. Mr. B.P 25Yrs/M IA 3Yrs/F Yes
16. Mr. S.M 31Yrs/M BA 5Yrs/M Yes
Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

17. Mr. G.S 35Yrs/M BA 8Yrs/M Yes

18. Ms. A. S 30Yrs/F IA 6Yrs/M Yes
19. Mr. K.P 41Yrs/M MA 10Yrs/F Yes
20. Mr. A.P 55Yrs/M BA 12Yrs/F Yes
(Note: PUC- Pre University College, IA- Intermediate of Arts, BA- Bachelors of Arts, BSC- Bachelors of Science, MA-
Master of Arts, MBBS- Bachelors in Medicine and Bachelors in Surgery,)
Table 1 shows the characteristics of subjects that 17 fathers and 3 mothers participated in the study.
i.e. Name, Age/Sex, Education, Age of the MR child and The education levels are generally above degree level.
knowledge of English for parents and Name, Age/Sex, Two parents who had no working knowledge of English
Education, Knowledge of English and work experience took the help of other family members in Evaluation.
for the special educators in Table 2. It can be observed
Table 2 : Characteristics of Subjects: Special educators group
S.No Name Age/Sex Education Experience Knowledge of English
1. Ms. S 23Yrs/F DSE MR 3Yrs Yes
2. Ms. R 26Yrs/F DSE MR 3Yrs Yes
3. Ms. S 27Yrs/F DSE MR 3Yrs Yes
4. Ms. P 22Yrs/F DSE MR 3Yrs Yes
5. Ms. M.P 27Yrs/F DSE MR 3Yrs Yes
6. Ms. M 22Yrs/F DSE MR 3Yrs Yes
7. Ms. S. 25Yrs/F DSE MR 3Yrs Yes
8. Mr. M 35Yrs/M DSE MR 4Yrs Yes
9. Mr. P 26Yrs/F DSE MR 5Yrs Yes
10. Mr. S.M 22Yrs/M DSE MR 1Yrs Yes
11. Mr. J.K 22Yrs/M DSE MR 1Yrs Yes
12. Ms. M.S 22Yrs/F DSE MR 1Yrs Yes
13. Ms. P.S. 22Yrs/F DSE MR 1Yrs Yes
14. Mr. S 18Yrs/M DSE MR 1Yrs Yes
15. Ms. K.P 19Yrs/F DSE MR 1Yrs Yes
16. Mr. B 22Yrs/M DSE MR 1Yrs Yes
17. Mr. N 22Yrs/M DSE MR 1Yrs Yes
18. Ms. H. K 26Yrs/F DSE MR 2Yrs Yes
19. Mr. M.K. 25Yrs/M DSE MR 2Yrs Yes
20. Mr. M.P 26Yrs/M DSE MR 2Yrs Yes

As can be observed from table 2: All Special

Educators had Diploma in Special Education-Mental
retardation (DSE MR), with a minimum experience of 1
Year. All reported a working knowledge of English.

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 Language Stimulation for Children with Mental Retardation-An Activity Manual for Parents

Table 3 : Mean, Standard deviation and t-value for the two groups i.e. Parents (P) and Special Educators (SE)

Questions Groups Mean Standard deviation t-value

P 2.8 .69 -1.840NS
Q.2. SE 3.15 .48
P 3.1 .44 -2.746NS
Q.3. SE 3.6 .68
P 3.15 .67 -1.334NS
Q.4. SE 3.4 .50
P 2.9 .39 -2.552NS
Q.5. SE 3.3 .47

Year 2013
P 2.85 .74 -2.284NS
Q.6. SE 3.3 .47
P 3.05 .22 .000NS
Q.7. SE 3.05 .60
P 3.35 .48 .000NS 20
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Q.8. SE 3.35 .74
P 3.05 .51 -.273NS

Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

Q.9. SE 3.10 .64
P 3.35 .81 -1.667NS
Q.15. SE 3.70 .47
(Note: NS- Not Significant)
Independent sample t- test was done to find Standard deviation and t-value for the two groups. The
any significant difference between the two groups and results imply that both parents and Special Educators
results showed that there is no significance difference have rated the Questions on Evaluation of the manual in
among the two groups. Table 3 shows the Mean, the same pattern.
Table 4 : Questions regarding Coverage of Content
Q. Special educators
Parents
R
No Very limited Mostly Very No Very limited Mostly suitable Very relevant
(1) (2) suitable (3) relevant (4) (1) (2) (3) (4)
Q
2. 2 1 16 1 - 1 15 4
3. - 1 16 3 - 2 4 14
4. - 3 11 6 - - 12 8

Table 5 : Questions regarding the Use of Language

Q. Special educators
Parents
R
No Little easy Easy Very easy No Little easy Easy (3) Very easy
(1) (2) (3) (4) (1) (2) (4)
Q
5. - 2 17 1 - - 14 6
6. 1 4 12 3 - - 14 6
7. - - 19 1 - 3 13 4

Table 6 : Questions regarding the Style of Presentation

Q. Parents Special educators
R
No Very limited Useful Very relevant No Very limited Useful Very relevant
(1) (2) (3) (4) (1) (2) (3) (4)
Q
8. - - 13 7 - 3 7 10
9. - 2 15 3 - 3 12 5

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 Language Stimulation for Children with Mental Retardation-An Activity Manual for Parents

Table 4, shows the comparison between two noted that the language is very easy. It can be
groups for coverage of the content of the activity manual concluded that language level was found to be easy or
among both groups. Relevant questions 2 to 4 are very easy.
included in this table. The results clearly indicate that in Table 6 shows the comparison between parent
both the groups the agreement is in the most suitable and special educator groups regarding the style of
category. While 80% of parents and 75% special presentation in activity manual as judged by the
educators ratings are obtained Q.No.2, for Q.No.3. 80% subjects; these aspects were included in Q.No.8 & 9.
of parents and 70% of special educators agree that the The results indicate that both groups were in agreement
manual has very good suitable content. For Q.No.4, that the style of presentation is useful or very relevant.
55% of parents and 60% of special educators say
Question number 10 to14 were open ended
mostly stable, which indicates the coverage of content in
Year 2013

questions and all suggestions to improve the manual

the present activity manual, is mostly suitable for both
are listed, if they were given. Suggestions were not
the groups.
given by all the parents and special educators. Few
Table 5 shows the comparison between parent
suggestions given by both the groups are divided into
and special educator groups in rating the level of
two parts. All suggestions regarding the content and
20
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42 language used in activity manual, elicited by Q.No.5 to
presentation of the manual are listed in table 7. All
7. The percentage scores for language being ‘Easy’ are
suggestions for home implementation of activities are
maximum for both parents and special educators. It is
listed in table 8.
Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

also significant that 15-20 of the subjects in the study

Table 7 : Suggestions for Content and Presentation of Manual
Number of
Q.No. Group Suggestions
suggestions
10. P Make it available in Hindi also 5
Picture should be more 3
Parent education is needed 2
S.E No suggestions/content is good 10
It should include children with CP, Autism & HI 2
More pictures should be added 1
Social skills should be added 1
Activities for grooming should be added 1
Suggestions for the siblings should be added 1
Include the activities which can be given in mingling with the society
1
11. P It is good and useful 5
Materials should be divided according to age of the child
Presentation of the manual should be more practical 2
It would be better if all the parents who have mentally retarded child 1
called together to express their opinion with group discussion with
LCD presentation
1
SE It is good and useful 8
Information about neighborhood should be added 1
It should be given in understandable clear and useful 1
Materials should be divided according to age of the child
Help the child to use word combination and sentences, when the 1
individual’s home is multiword combinations, more from simple to
complex sentence
1
13. P It is sufficient 6
To make the children self independents should be included
Job oriented goals should be included 1
Occupational training should be included 1
1
SE It is sufficient 4
Emotional play should be included 3
Social skills should be included 2
Self help skills should be included 2
AAC should be included 1
Job oriented guidelines is needed 1

© 2013 Global Journals Inc. (US)

 Language Stimulation for Children with Mental Retardation-An Activity Manual for Parents

Table 8 : Suggestion for Parental implementation

Number of
Q.No. Group Suggestions
suggestions
12. P No difficulty faced 6
Lack of material 2
Should cover low economic status 1
It should be in easy language/formant for rural areas 1
If people are not educated then difficulty in implementing so he/she
should be educated 1
SE No difficulty faced 7
It can be harmful to child in the kitchen 2

Year 2013
Making the child to listen is difficult 1
Beginning stage is quite difficult 1
How to teach the language in profound MR children 1
14. P No suggestions 4
The manual should be well explained 1
SE No suggestions 2 20
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43
Social skills should be included 1
Suggestions for the siblings should be added 1

Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

Information for the teachers should be included 1
Easy language should be used 1
Mention more explanations on how to teach language &
communication 1
15. P To give all parents 11
To some parents 5
Give to few parents 4
SE To all parents 14
To some parents 6
About 5 parents indicate that the manual should adaptation of the manual to rural areas are very good;
be available in regional language-Hindi also. The however they are out of the focus of the present manual.
Results clearly indicate that the content and The positive high ratings of the manual by Parents and
presentation of manual is adequately done. Special educators indicate how well efforts in the
Table 8 shows the number of suggestions given direction are appreciated. All future efforts may take the
by parents and special educators for parental suggestions from parents and Special Educators
implementation. Parents and Special educators, indicate seriously. The present manual is useful for language
that activities can be carried out at home without much interaction purposes.
difficulty. More than 50% of subjects in each group,
a) Limitations of the Study
i.e.11 parents and 14 special educators suggest that the
The number of subjects taken and areas
manual can be given to all Parents.
(sections) covered in this study was less & very limited.
The overall findings of this study reveal that the
The planned activities were not based on the child age
content, language, style of presentation and the
range and language used in this study was only English.
activities which are based on general North Indian
cultural setup are suitable and useful for the needy b) Further Recommendations
parents. More number of subjects and areas (sections)
can be included.
V. Discussion and Conclusion The activities can be planned at the base of
The present manual is an expansion and child age range and the manual can be translated into
adaptation of as earlier communication developmental regional languages.
manual by Subba Rao & Narayan, (2003). The present
VI. Acknowledgment
manual has 10 numbers of objectives and 175 numbers
of activities. The activities in the present manual have I would like to thank Professor Dattatareya,
been prepared keeping in mind a North Indian cultural, principal, College of speech and hearing, Mangalore for
middle income group contexts. Parents and Special giving me an opportunity to carry out this project as a
Educators find the manual useful and easy to use. This master thesis, Dr. Subba Rao, professor, College of
generally points to the fact that many such manual speech and hearing, Institute of health sciences,
covering wider objectives are needed. Some Mangalore for his guidance. My sincere thanks to Miss
suggestions, such as the need for Hindi translation and Archana. J., Lecturer, College of speech and hearing,

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 Language Stimulation for Children with Mental Retardation-An Activity Manual for Parents

for her support, encouragement Ms Punam for helping (1995). New Delhi: Ministry of Social Justice &
in data collection and all the participants for their Empowerment (Govt. of India), Press.
participation in this study. 12. National Trust for the Welfare of persons with
Autism, Cerebral palsy, Mental Retardation and
VII. Conflict of Interests Multiple disabilities Act (1999). New Delhi: Ministry
of Social Justice & Empowerment (Govt. of India),
This research was not funded. This research Press.
work was a part of Master Thesis and has been
submitted to the Library of College of Speech and
Hearing as well as Mangalore University in 2006. During
research, First Author was a student of Master in
Year 2013

Audiology and Speech Language Pathology and

Second Author was the Professor at College of Speech
and Hearing, Mangalore. Currently, the first Author is
doing a PhD in Audiology and Speech-language
Pathology.
20
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44
References Références Referencias
1. American Association on Mental Retardation (2002).
Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

Mental Retardation-Definition, classification and

systems of supports, 10th edition. Washington,
D.C.: AAMR.
2. Bharatraj, J. (1987). Speech and Hearing problems
among the mentally retarded. Indian Journal of
Disability and Rehabilitation, 1, 5-8.
3. Carrow-Wolfalk, E., & Lynch, J. (1982). An
integrative approach to language disorders in
children. New York: Grune & Stratton.
4. Gupta, S.C. (1970). An analysis of 300 mentally
retarded cases. Indian Journal of Mental
Retardation, 3, 69-74.
5. Prabhu, G.G. (1968). Speech problems of the
mentally retarded. Indian Journal of Mental
Retardation, 87-94.
6. Shah, D.K., Verma, S.K., & Teja, J.S. (1970).
Differential Problems in primary and secondary
retardates. Indian Journal of Mental Retardation, 3,
25-49.
7. Sheerenberger, R.C. (1983). A history mental
retardation. Baltimore: Brookes Publishing Co.
8. SubbaRao, T.A., & Srinivas, N.C. (1989). Speech
and Language defects and mental retardation-A
report on the analysis of 300 mentally retarded
persons. Indian Journal of Disability and
Rehabilitation, 31-43.
9. SubbaRao, T.A. (1992). Manual on developing
communication skills in mentally retarded persons.
Secundrabad: National Institute for the mentally
handicapped.
10. SubbaRao, T.A. & Narayan. (2003). Training in
communication skills for Persons with Mental
Retardation: UTILITY GUIDE FOR PARENTS.
Secundrabad: national institute for the mentally
handicapped.
11. The persons with disabilities (Equal Opportunities,
Protection of Rights and Full Participation) Act

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