Publicación:

Fortaleciendo procesos de atención y memoria en discapacidad cognitiva

Resumen

There are several theoretical approaches that have been responsible for more than 20 years of research to contribute to the definition of mental retardation and reach what we know today as cognitive or intellectual disability. Until 1980, what was called mental deficiency was considered as a homogeneous category and no distinction was made between the various types of mental retardation. (Sarasón, 2006). The concept of mental retardation is one of the oldest diagnostic denominations that qualified all those people who presented difficulties in adapting to the environment, due to alterations in neurological functioning. As a diagnostic category, mental retardation encompasses a fairly wide range of behavioral, adaptive and performance symptoms and manifestations, which make it difficult both in the identification and intervention process. Therefore, according to Verdugo (2003), he refers to the fact that “neurobiology, psychology, developmental and behavioral sciences have tried for years to identify basic components that allow characterizing the clinical picture and clearly establish evaluation and care patterns timely ”. But all efforts have made these investigations little accepted, because it is an exercise in which endless variables, conceptions, attitudes and practices play, not to mention the ethical aspects and intervention processes, which prevent decisions that they remain and have transcendence in the quality of life of these people. In 1992 the conception of mental retardation proposed by the American Mental Retardation Association (AARM) because it was described as a paradigm shift (Verdugo, 2003). Leaving the psychometric conception discarding that mental retardation was an absolute trait of the individual and the role played by the environment was highlighted, noting that the person with mental retardation should be understood by the interaction established with their environment.