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Students with Severe and Multiple Disabilities (Understanding Severe or…
Students with Severe and Multiple Disabilities
Understanding Severe or Multiple Disabilities
Development of the Field of Severe and Multiple Disabilities
Institutionalized
Education and Rehabilitation
Changed to custodial care
Mid 19th century- this changed
A Changing Climate and Advocacy
1960s/70s laws assure students the right to education
1990- 6.6 in GE. 12.9 in 2012.
American Association for the Education of the Severely and Profoundly Handicapped- TASH
[Definitions of Severe and Multiple Disabilities
First and foremost students
Federal Definitions
No single category in IDEA
Severe and profound intellectual disabilities
Deaf and blind students as well- separate category
Multiple disabilities
TASH Definition
Find IDEA inadequate
Emphasizes deficits and challenges
Require ongoing support.in order to have similar quality of life to others
Prevalence of Students with Severe and Multiple Disabilities
0.1 to 1% of general school-age population 2% of those with special needs
Causes of Severe and Multiple Disabilities
Prenatal, perinatal, postnatal
Similar to intellectual impairment
Sometimes not known
Severity depends on brain, genetics, and environment
Labels and Their Limitations
Labels rarely informative when it comes to intervention
Do not explain important things about children
Characteristics of Individuals with Severe and Multiple Disabilities
Academic Characteristics
Less emphasis generally placed on this
Set aside bias
Oral Language
Intellectual and physical challenges make difficult
Nonverbal Communication
Receptive language compromised
Mathematics
Learn more when there is application to daily lives
Literacy
Should learn as many skills as possible
Ensure meaningful access
Motivations plays a key role
Social and Emotional Characteristics
Lag behind
Limited communication skills and language development
Desire and benefit from relationships
Cognitive Characteristics
IQ test usually severe or profound
Doesn't help knowing what to teach
Educational Implications
More time to learn and practice
Learn strategies
They can and do learn
Present in concrete ways
Behavior Characteristics
Engage in behaviors that seem highly unconventional and inappropriate
Challenging Behaviors
Behaviors that are disruptive to others, destructive of property, or harmful to themselves or others
Implement strategies
Assessment of Students with Severe and Multiple Disabilities
Focuses on developing quality educational programs for these students
Not so much for determining eligibility
Assessment for Instruction
How their students learn and what motivates them
Teachings strategies
Standardized Assessment
Norm-referenced assessments
Assessed in artificial environment
Hard to do for these students
Do not help say what/how to teach
Conclude they cannot learn higher learning skills
Authentic Forms of Assessment
Ongoing Assessment
Natural Environment
Observation and Necessary Supports
Functional–Ecological Assessment
Organizing information from written observation notes and video or digital recordings
Analyze natural cues of environment
Use to prompt behavior
Portfolio Assessment
Examples of student work
Recordings and video segments
Person-Centered Approach
Input from those who know the student
Focuses on unique characteristics and interests
Not predetermined set of skills
How Learners with Severe and Multiple Disabilities Receive Their Education
Elementary and Secondary Education
Segregated programs with an emphasis on life skills
Access to core curriculum
Many have significant part of day in GE
Inclusive Practices
Improvements in academic skills, social skills, motor skills, communication skills, and appropriate behavior skills
Partial Participation
Cannot fully perform on own
Engaging in activity with supports needed
Assistive technology
Paraprofessional Support
Provide the necessary added support
Least trained, most help
Need training
Early Childhood
Early intervention important!
Entire school without basic skills
Limited contact with others their age
Transition and Adulthood
Fears and low expectations limit goals
Some work, others don't
Supported Employment
Assisting adults with disabilities to obtain jobs in the competitive market
Provide with necessary support
Natural Support
Job Coaches
Community-Based Instruction
Sample jobs and become accustomed
Difficulty generalizing skills learned in one environment to another
Usually attend school until they are 22 years old
Recommended Educational Practices for Students with Severe and Multiple Disabilities
Collaborative Approaches for Education
With families and professionals
Collaboration on the Team
Collective knowledge and expertise
There is no ONE person who knows everything
Everyone must participate and give ideas
Active Family Involvement
Have the information needed to guide the team
Unique cultural considerations, beliefs, and religious preferences
Positive Behavior Supports
Hard time communicating
Cope on daily basis
Teach positive and adaptive skills
Meaningful and Individualized Curriculum
Cannot be expected to fit into preexisting curricula
Relevant curriculum provided for each student according to interests, personal goals, and limitations in reaching those goals
Age Appropriate
Making the Core Curriculum Meaningful
Educational Team decides how to make it meaningful
Inclusive Education
Systematic instruction, numerous support services, curricular adaptations, and differentiated outcomes
Not only physical placement
Perspectives of Parents and Families
Some think it is a gift
Others more negative
Considering Cultural Diversity
The way we are raised changes our views
US has deficit orientation
Others see it as gift from God
Some think it is punishment
Fixing, celebration, guilt
Independence and self-sufficiency- US
Family Members’ Views of Their Children
Quickly identify their gifts
Difficult to see positive attributes
Narrow view
Economic status influences this
Trends and Issues Affecting the Field of Severe and Multiple Disabilities
Integrated Delivery of Related Services
In contrast to isolated service delivery
Specialists bring knowledge to learning environments
Other members of team can learn directly from specialists
Prevents fragmentation and promotes inclusion
Accountability of Academic Performance for All Students
Included in any statewide testing process.
Learn and acquire basic skills and knowledge
The Status of Alternate Assessment
Some tests not appropriate for some
Must incorporate a more functional set of learning outcomes
Reported each year
Portfolio assessment, authentic/performance assessment, checklists and rating scales