1Tyrone Schiff Peter Educates UsThe concept of retardation is often looked upon negatively. Only 2-3% of childrenin school are afflicted with one of the levels of retardation which include mild, moderate,severe and profound retardation (Weiten, p.349). These measures are based on an IQrange that the individual falls in. Generally, mentally retarded people just require a littleextra time and help when it comes to various daily activities. A clear example of amentally retarded subject who had mild retardation would be Peter, the boy depicted inthe documentary seen in class. Although he was a little gregarious at first, kicking,screaming, and not listening, it is an absolute wonder to see the progression that he madethrough the course of only one year. Along the way, he dealt was difficult circumstancesand new experiences that he was forced to adapt to and all the while performedmarvelously. Robert Sternberg, a psychologist who primarily focuses on intelligence,would agree that Peter expressed a number of the qualities that Sternberg asserts in his 3facets of “successful” intelligence. Therefore, Peter displays that he is mildly retarded based on his ability to express the facets of intelligence described by Sternberg.Sternberg developed a view of intelligence that can be broken down, initially, intothree components. The most significant component when discussing our subject, Peter,will relate to the componential sub-theory which, “describes…mental processes thatintelligent thought depends on” (Weiten, p.363). This is further broken down into practical, analytical, and creative intelligence. As Sternberg puts it, these threecomponents are related to “successful intelligence.”Sternberg describes practical intelligence as the type of intelligence one uses ineveryday life. Peter initially had a lot of problem with simple daily school tasks, but as is

2Tyrone Schiff the case with retarded people, all they need is a little extra time and help to improve. Bythe end of the school year he was participating in class, reading, following directions, andrunning during gym

(Educating Peter, 1992).

These skills all progressed dramaticallythrough the school year and are a great indicator that Peter is in fact mildly retarded.Another factor that makes up the “successful” intelligences is the concept of analytical intelligence. This involves reasoning and judgment (Weiten, p.363). Peter wasoften times reprimanded for some of his actions, such as kicking and hurting other people. However, his teacher and his school mates would try and calm him down and as aresult Peter recognized that his actions were inappropriate. Towards the end of the schoolyear, he was very good at listening and got on well with his friends. Peter showed anawful lot of this intelligence on the last day of school when he recognized just how sadthe day was and that he wouldn’t be able to see all his friends (Educating Peter, 1992).The final “successful” intelligence that Sternberg outlines is called the creativeintelligence. This relates to being inventive and dealing with problems (Weiten, p.363).Peter had to be creative on a daily basis. He was dealing with situations and problemsthat he had never encountered before. Peter had to work quietly by himself, learn how todeal with other children, and interact with people (Educating Peter, 1992). Althoughmuch of his daily tasks were new to him, he was able to adapt to them and be successful.Peter’s story is a triumphant one. He was presented with a very daunting task of acclimatizing to a school environment even though he was mentally retarded. Yet, over the year at school, though there were a number of obstacles, there were more victories.His progression was unbelievable, and the things he accomplished were truly amazing.