CONCLUSION
Within the last thirty years there has been a social movement advocating accommodation for people with disabilities; the mainstreaming of children with mental retardation into standard classrooms; and the transitioning of adult with mental retardation and developmental disabilities into the community. This social movement has stressed the importance of society being more flexible when it comes to meeting the need of people with various disabilities. This has helped spread the realization that people can perceive the same world in very different ways. People with mental retardation experience grief differently than the average American, or person in general. They find it difficult to comprehend all the social norms ascribed to “appropriate” grief; they have a more arduous time expressing their emotions in acceptable ways; and they have a harder time adapting to loss due to the limited number of selves available for them to draw upon. This last point is where a Symbolic Interactionist perspective is crucial and, if put into practice, very likely to ease the overall grieving experience. It is essential to understand the significance of selves, self-management, perception, and sociality: comprehending this interplay provides teacher, counselors, and parents with the knowledge necessary to understand the differences of people with mental retardation; and with the tools to facilitate communication and, thus, the healing process. It is our hope that future research will focus not only on how to accelerate the process of self creation in those with mental retardation, but on how Symbolic Interactionism can be used help the general population alleviate some of the suffering associated with grief.