TEACHING ABOUT OLDER-PEOPLE WITH MENTAL-RETARDATION - AN EDUCATIONAL-MODEL

Extended lifespans and an increase in community-based services have cr eated an environment in which it is imperative that educational and se rvice systems focus attention on older people with developmental disab ilities. Although the cumulative effects of growing older with a lifel ong disability create a unique set of issues and service needs, geront ology courses seldom include content on these elders. An insufficient educational focus translates into a service system inadequately prepar ed to meet critical individual needs. In this paper we describe an edu cational model used to prepare students to work with older people who have mental retardation. Students in the course described, part of the Interdisciplinary Leadership Training Program in Aging and Developmen tal Disabilities at the University of Georgia, are exposed to the ecol ogical perspective as a way to examine various issues related to the a ging population with mental retardation. Students explore issues relev ant to older individuals with mental retardation and the various conte xts in which these individuals function. The six units of the course a re: overview of the older population with mental retardation, physiolo gical issues, mental health issues, social support systems, service de livery networks, and legal and ethical concerns. Content from the cour se model can easily be infused into foundation gerontology courses to expose a greater number of students to the group of older people who h ave mental retardation.