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Special Education: Contemporary Perspectives for School Professionals, 4th ed, Marilyn FriendISBN 0132836742 © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.0

Special Education:Contemporary Perspectives for School ProfessionalsFourth Edition

By

Marilyn Friend

Kerri Martin,Contributor

Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend

ISBN 0132836742 © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.1

Students with Severe and Multiple Disabilities

Chapter 14



Objectives

• Summarize the development of the field, explain what severe and multiple disabilities are, and outline their prevalence and causes

• Describe characteristics of these students

• Explain key concepts related to identifying students that go beyond using labels to characterize this population

• Outline how these students receive their education and how inclusive practices have changed these approaches

• Discuss recommended educational practices for students with severe and multiple disabilities

• Explain the perspectives and concerns that parents and families may have

• Outline trends and issues affecting the field of severe and multiple disabilities

Development of the Field of Severe and Multiple Disabilities

Book title, #Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend


Time Period People or Group Event

1848 School First public school for children with “mental disabilities”

1967 Institutions Peak of institutionalization

1975 Advocacy group Group later known as TASH founded

1976 Brown et. al Article about instruction of students with severe disabilities

1989 Timothy W. v. Rochester

Court case required FAPE for boy with severe and multiple dis.

1997 IDEA Standardized assessments or alternate assessments

2004 IDEA Access to and progress in core curriculum

Definitions of Severe and Multiple Disabilities

No single category exists that is labeled severe and multiple disabilities

Includes students with severe and profound intellectual disabilities

Comprises students who are both deaf and blind (which is a category in IDEA)

Multiple disabilities means concomitant impairments that cannot be accommodated in special education programs solely for one of the impairments

Book titleSpecial Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend


TASH Definition

“…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.” (TASH, 2000)



Prevalence

Low-incidence category

0.1 – 1% of the general school-age population

Approximately 2% of all students with special education needs



Causes of Severe and Multiple Disabilities



Postnatal

• Infections

• Traumatic

brain injury

• Lead

poisoning

• Reactions to

medications

• Environmental

conditions

Perinatal

• Lack of

oxygen

• Physical

injury to the

brain

• Contracted

infections

during birth

Prenatal

• Chromosomal

abnormalities

• Viruses

• Maternal

Drug/ alcohol

intake

• Malnutrition

• Trauma to

mother

Limitations of Labels



rarely used to determine educational intervention

do not provide a meaningful description of particular students

do not explain the most important aspects of a student

do not help determine the most effective ways to communicate or how best to help a student learn

do not describe the individual strengths and goals of a student

oversimplify the complexity of individual students; detract from viewing them as complete individuals

Cognitive Characteristics

IQ scores fall into severe (25 – 40) and profound (0 – 25) ranges

Need longer to learn and more opportunities to practice skills

Need concepts presented concretely

Have difficulty generalizing information



Teaching for Generalization

Teach a specific skill in a direct and systematic way by breaking it into very small steps

Prompt students

Immediately reward correct responses

Teach within the natural context

Teach across as many settings, tasks, and people as possible



Academic Characteristics

Literacy

Ensure meaningful access

Motivate: activities based on interests

Oral Language

Nonverbal communication

Alternative/augmentative communication

Mathematics

Applied math skills related to everyday activities



Social, Emotional, and Behavior Characteristics

Skills tend to lag far behind those of peers

Require direct instruction to learn verbal or nonverbal language skills

Students desire and benefit from friendships

Communication difficulties may result in disruptive or destructive behaviors

Students’ physical and sensory impairments may result in unusual self-stimulatory behaviors (e.g., spinning)



Assessment

Assessment for Instruction

Standardized assessment Norm-referenced; artificial environment;

lead to age-inappropriate and

nonfunctional skills

Authentic Forms of Assessment

Person-centered approach

Functional-ecological assessment

Portfolio assessment



Early Childhood Education

Early intervention is critical

Communication skills may be severely delayed

Early literacy skills may be nonexistent

Social skills may be very limited

Limited access to peers without disabilities



Elementary and Secondary Education



IDEA requires access to the core curriculum

Successful practices: Universal Design for Learning Cooperative learning Hands-on learning Differentiation

Specific accommodations across subject matter

Challenge deciding time on functional skills vs. core curriculum

Inclusive Practices

Benefits to these students Improved academic skills Improved social skills and behavior Improved motor skills and communication

skills

Benefits to students without disabilities More accepting and understanding of

differences May have greater gains academically

Partial Participation Assistive technology

Well-trained paraprofessionals Need for collaboration



Transition and Adulthood

Supported employment options

Natural support

Job coaches

Community-based instruction

Usually attend public school until age 22

Needs to help prepare for life with as much independence as possible



Recommended Educational Practices

Meaningful and individualized curriculum

Based on individual goals and objectives

Collaborative approaches to education

Active family involvement

Collaboration on the team

Positive behavior supports with FBA

Inclusive education

Placement and systematic instruction, numerous support services, curricular adaptations, and differentiated outcomes



Perspectives of Parents and Families

Factors Affecting Family Members’ Views of their Children

Extent to which they can focus on child’s strengths and talents

Financial resources and extended family

Severity of disability and challenging behavior

Considering Cultural Diversity

Deficit approach v. “gift from god” v. punishment for something in the past

“Fixing” v. celebrating v. shame and guilt



Trends and Issues

Educating students with their non-disabled peers

Using alternate assessments to provide educational accountability

Integrating the delivery of related services into students’ natural environment



Documents

Special Education - Weebly