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Students with Severe and Multiple Disabilities (Understanding Severe or…

- - - - Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
      - Multiple disabilities means concomitant impairments (such as intellectual impairment-blindness, intellectual impairment-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.
    - - Individuals with disabilities of all ages, races, creeds, national origins, genders and sexual orientation who require ongoing support in one or more major life activities in order to participate in an integrated community and enjoy a quality of life similar to that available to all citizens. Support may be required for life activities such as mobility, communication, self-care, and learning as necessary for community living, employment, and self-sufficiency.
  - - - Labels do not explain the most important aspects of a student.
- - - - Because of cognitive delays, students with severe and multiple disabilities usually have difficulty understanding abstract concepts.
      - Teach a specific skill in a direct and systematic way by breaking it into very small steps as part of meaningful activities.
      - Prompt students; that is, provide assistance to them using words, demonstrations, and even physical guiding, such as placing a hand under the student’s hand to teach the use of a switch.
      - Immediately reward correct responses.
      - Teach within the natural context.
      - Teach across as many settings, tasks, and people as possible so that the students can use what they learn in any appropriate situation.
  - - - these students should learn as many literacy and literacy-related skills as possible
    - - Students may use a few words that are intelligible, especially to family members and friends, but many students will use other forms of nonverbal communication—facial expressions, body gestures, manual signs, pictures, and objects
    - - Learning mathematics skills that have direct application to everyday activities can have a substantial impact on a student’s quality of life and so should be an integral component of any meaningful curriculum
  - - - can engage in behaviors that are disruptive to others, destructive of property, or harmful to themselves or others
- - - - making decisions about what to assess based on input from family members, friends, teachers, paraprofessionals, and others who know the student’s abilities, strengths, and goals.
    - - a means of organizing information from written observation notes and video or digital recording
    - - examples of student performance are maintained in a student portfolio that clearly creates a record to show a student’s progress over time
- - - - educational team members work together to analyze the activities of the curriculum and to determine ways to make the material meaningful for the student