Abstract
The publication of the 1992 manual by the American Association on Mental Retardation (AAMR) (Luckasson et al., 1992) offered the field of mental retardation an alternative approach to definition and classification in the field. The purpose of the current study was to ascertain the apparent impact of this manual on educational practices by evaluating state guidelines for definition and classification. A total of 50 states and the District of Columbia responded to the survey. Of this group, 44 indicated they based (i.e., verbatim or in adapted form) their guidelines on the prior Grossman (1983) AAMR manual and four reported use of the Luckasson et al. (1992) manual as the basis of their regulations, while three states indicated that they based their guidelines on neither model. In addition, practices related to terminology and reliance on IQ and adaptive behavior are also highlighted. Implications for the field are discussed with particular attention to the trends within state practices and to future considerations with regard to definition and classification practices within the field of mental retardation.
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