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Significant Disabilities Concept Map, Disability : : Categories, Promoting…
Significant Disabilities Concept Map
History of Severe Disabilites
Youtube Video
According to CEEDAR significant cognitive disabilities were introduced to the 1997 amendments of IDEA to "refer to disabilities of students that need alternate assessment to participate in the state assessment system."
Important Contributers: Goddard, Samuel Gridley Howe, Itard, Edouard Seguin, Esquirol, Elizabeth Ferrell
How to teach...
Systematic Instruction
Self-Directed Learning
Peer Tutors
Technology
Best Practices
Skills and Academics: teaching daily living, job, and community skills.
Instructional supports: An emphasis is placed on supports in inclusive contexts. Examples: positive behavior supports, Assistive Tech
5 best practices
staff development
data-based instruction
Home-school collaboration
Inclusion
The criterion of ultimate functioning
Indicators
Skills and academics: goal of students gaining ultimate functioning as productively and independently as possible.This includes teaching daily living, job, and community skills. Teaching self-management, goal setting, and choice making is also very important.
Instructional supports: An emphasis is placed on using principles of applied behavior analysis to design effective, systematic instruction
Instructional supports: plan supports for inclusive settings inclusion Assistive technology and positive behavior supports.
Strengths Based Approaches
Factors Contributing to Shift from Deficit to Strength Based
Disability Rights Movement
Normalization Movement
Right to Education in the LRE
Self-determination
Social-Ecological Model on Disability
Focus on Human Capabilities
Positive Psychology
Strengths Based Approaches
Characteristics of Strengths-Based Approaches
Use of Individualized Support Strategies
Evaluates Personal Outcomes
Focuses on personal development of an individuals strengths
:
Procedural Safeguards- The Rights given to parents/guardians under Public Law 94-142.
IDOE Procedural Safeguards
Disability : : Categories
There are 13 disability categories under IDEA Law
Under IDEA
Specific Learning Disabilities
Other Heath Impairment
ASD
Deaf-Blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
(6) Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance. The term “intellectual disability” was formerly termed “mental retardation.”
Multiple Disabilities
(7) Multiple disabilities means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.
Orthopedic Impairment
Speech or Language Impairment
Visual Impairment
Traumatic Brain Injury
The Least Dangerous Assumption
Least Dangerous Assumption
Intelligence is multi-dimensional.
"The least-dangerous assumption when working with students with significant disabilities is to assume that they are competent and able to learn, because to do otherwise would result in harm such as fewer educational opportunities, inferior literacy instruction, a segregated education, and fewer choices as an adult"(Jorgensen).
Articie on Presumed Competence
How to teach...
Academics
Daily Living Skills
Person Centered Planning
Task analysis
Self-management and self-determination skills
Job and Community Skills
Ethical Issues and Severe Disabilities
Delivery of Services
Curriculum
Educational Placement
Assessment
Personnel Preparation Programs
Personnel Assignments in Intense Intervention
Delivery of Personnel Preperation
Promoting Cultural Competencies for Teachers and Students with Significant Disabilities
Family Engagement
The status of having a disability can replace an individuals culture, making the disability ones identity.
"The different beliefs and cultural norms of minority populations often do not represent the ethnocentric val- ues of the educational system yet these norms can be embraced and used from a strengths-based perspective in providing a comprehensive, individualized plan of services for students with significant support needs."
Different cultures interpret disability differently
Ethnocentrism: preconceived ideas about the norms of cultures
Implications for Practice and Research
Taking culture into consideration when working with students who have significant disabilities may greatly increase the quality the education they are provided.
current and relevant culturally responsive research is important for teachers to keep up to date on
Teacher programs must focus on helping educators identify socially conditioned beliefs.
Provide parents a choice in their preferred mode of communication and involvement in their Childs education.
Research on culturally responsive teaching supports the use of learning communities and building strong and positive relationships with students.
Access to Academics and the General Education Curriculum
Culturally relevant curriculum should represent the student both in class content, their learning styles, and unique backgrounds.
In an effort to practice culturally relevant teaching while working to include students with significant disabilities with their general education peers, it is essential to use student’s strengths, interests, talents (see www. paulakluth.com/articles/strengthstrateg.html).
Quoted from Article
Students with disabilities benefit from being educated in the general education setting.
The use of accommodations and modification and supplementary aids is required.
Successful Pedagogy for Students With Significant Support Needs
Universal design is culturally relevant because you are taking into account student backgrounds, strengths, and needs.
Consider student learning styles and using multiple means of representation
Consider student learning styles and using multiple means of representation
Universal Design
Differentiated Instruction
Intellectual Disability
Characteristics
Struggles with adaptive behavior and intellectual functioning
Social Skills
Conceptual Skills
Practical Skills
3 Branches of Adaptive Behavior
Causes
Genetic Syndromes
Pregnancy or labor Complications
Illness
Extreme Malnutirition
Poisoning
Steps for Intervention
IFSP and Early Intervention
IEP
Accommodations and modifications
assistive tech
Intellectual Disabilities
Content Connectors
Access Points
Provide multiple means of representation
multiple means of action and represntation
Provide multiple means of engagement
[IDOE Content Connectors} (
https://www.in.gov/doe/students/indiana-academic-standards/content-connectors/
)
Alternative Academic Standards for students with Significant Disabilites
