chapter 9 objectives severe and multiple disabilities chapter objectives at the end of this...

Chapter 9 Objectives

Severe and Multiple Disabilities

Chapter Objectives

At the end of this presentation, you should be able to:

• Define severe and multiple disabilities.• Know the five major themes associated with the successful inclusion of

students with severe disabilities.• Describe the MAPS process.• Define partial participation as it relates to students with severe and multiple

disabilities.• Recall how peer tutoring can support students with disabilities.

Who Is Joshua Spoor?

Chapter 9

Chapter Objectives

Who Is Joshua Spoor?

• Joshua is a 10-year-old boy.• Nearly every part of his body is affected by severe disabilities.• He has to live away from his family in a residential center.• Joshua was born with encephalocele (an opening in his skull).• He had numerous seizures in his first few years. He required 24-hour care and

his mother was ill with cancer, so Joshua was moved to the residential center.• The residential center enrolled Joshua in the local elementary school, and now

middle school, which is in his home community.• A collaborative effort among the residential center staff, the school, and

Joshua’s family will lead to his continued growth.

Defining Severe and Multiple Disabilities

How Do You Recognize Students with Severe and Multiple Disabilities?

Define severe and multiple disabilities.

How Do You Recognize Students with Severe and Multiple Disabilities?

• No single definition covers all conditions• IDEA defines multiple disabilities and severe disabilities in two definitions• Two characteristics common to the different definitions:

– Extent of support required• Usually extensive or pervasive

– Two or more disabilities typically occur simultaneously

Describing the Characteristics

How Do You Recognize Students with Severe and Multiple Disabilities?

Define severe and multiple disabilities.

• Five categories help describe this diverse group of students:– Intellectual functioning

• Most have significant impairments in intellectual functioning.– Adaptive skills

• Development of self-care skills is crucial.– Motor development

• Teachers need to be aware of student positioning.– Sensory impairments

• Two out of five students with severe and multiple disabilities have sensory impairments.

– Communication skills• Electric switches and computers can help students communicate needs and

wants.

Identifying the Causes and Prevalence

How Do You Recognize Students with Severe and Multiple Disabilities?

• Genetic metabolic disorders– Phenylketonuria

• Can be identified through a PKU test• Preventing severe and multiple disabilities

– Amniocentesis– Chorionic villi sampling– Percutaneous umbilical sampling– Prenatal fetal therapy

• Prevalence– In 1999-2000, there were 112,993 students with severe and multiple

disabilities served (about 0.18% of all students served by IDEA).

Define severe and multiple disabilities.

Evaluating Students

How Do You Evaluate Students with Severe and Multiple Disabilities?

Define severe and multiple disabilities.

Figure 9-2

Determining the Nature and Extent of Services

Describe the MAPS process.

• Making Action Plans (MAPS)– What is MAPS?– What is your history or story?– What are your dreams?– What are your nightmares?– Who are you?– What are your strength, gifts, and talents?– What do you need?– What is the plan of action?

How Do You Evaluate Students with Severe and Multiple Disabilities?

Including Students

How Do You Assure Progress in the General Curriculum?

What are five major themes related to successful inclusion of students with severe disabilities?

How Do You Assure Progress in the General Curriculum?

• Five major themes related to successful inclusion:– Collaborating among teachers and parents at classroom, building, and

system levels– Teaching new skills in general education classrooms– Promoting friendships in inclusive settings– Facilitating positive outcomes for classmates without disabilities– Adapting the students’ curriculum

Inclusion Strategies• Multi-level learning

– Same– Same but different– Different

• Integrated programming– Infusing services into general curriculum– Maintaining placement– Providing context

• “Whole School” consortium– Empower citizens for democracy– Include all in learning together– Provide authentic, multi-level instruction– Build a community– Support learning– Partner with parents and community

http://www.wholeschooling.net/

How Do You Assure Progress in the General Curriculum?

Including Students

What are five major themes related to successful inclusion of students with severe disabilities?

Figure 9-4

Planning Universally Designed Learning

Define partial participation as it relates to students with severe and multiple disabilities.

• Adapting instruction through partial participation– Students should not be categorically denied access to all general

education activities– Rejects an all-or-nothing approach– Four types of instructional adaptations:

• Adapting sequences though which a student learns• Adapting rules• Using personal assistance• Using materials and technology

How Do You Assure Progress in the General Curriculum?

Recall how peer tutoring can support students with disabilities.

• Adapting instruction through peer support– Peer tutoring– Evidence-based practice for providing universally designed instruction

• Worked with middle-school students to teach them to self-record their performance on skills

• Resulted in increased rates of academic responding and reduced rates of problem behavior

• Used to teach incidental information that helped clarify task to be performed• Embedded within cooperative learning groups to enable students to acquire

functional academic skills

How Do You Assure Progress in the General Curriculum?

Planning Universally Designed Learning

Collaborating to Meet Students’ Needs

• Collaboration between special and general education should:– Create a classroom structure to support the diverse learning styles and

needs of all students– Use heterogeneous student groupings and rely on peer tutoring– Implement universally designed learning through partnerships with

educators, family members, peers, and other volunteers.

How Do You Assure Progress in the General Curriculum?

Recall how peer tutoring can support students with disabilities.

Early Childhood

What Can You Learn from Others Who Teach Students with Severe

and Multiple Disabilities?

Collaboration in the education of students with severe and multiple disabilities.

What Can You Learn from Others Who Teach Students with Severe and Multiple Disabilities?

The Early Childhood Years

• Circle of Inclusion, The University of Kansas• A value-based commitment to including students with significant disabilities in

programs available to typically developing children• Friendships between young children with and without disabilities• Collaboration among all parents and professionals• Development of children’s choice-making skills• Use of the MAPS process• Ongoing evaluation of how to make inclusion work• Child-initiated, child-centered, developmentally-appropriate education

Elementary

The Elementary Years

• Johnson City, New York, Central District• Two techniques:

– Collaborative problem solving• Identify the problem• Generate possible solutions• Determine the feasibility of each solution• Choose a solution that maximizes inclusion• Evaluate the solution

– Action research

What Can You Learn from Others Who Teach Students with Severe

and Multiple Disabilities?

Collaboration in the education of students with severe and multiple disabilities.

Middle/Secondary Years

The Middle/Secondary Years

• Whittier High School, Los Angeles• Concerned by a high dropout rate and low college enrollment rate, the school

adopted a strong inclusive philosophy, “all means all.”• Students and faculty are divided into three teams at each grade level.• Utilizes a tiered approach

What Can You Learn from Others Who Teach Students with Severe

and Multiple Disabilities?

Collaboration in the education of students with severe and multiple disabilities.

Transitional and Post Secondary

The Transitional and Post-Secondary Years

• Asbury College, Wilmore, Kentucky• A collaborative program between Asbury College and the Jessamine County

school system• Research showed that high school students with disabilities showed better

postschool outcomes when allowed to continue on to postsecondary programs at age 18 with same-age peers.

• The Connections program allows students to complete high school classes and transition to adulthood while at a college campus.

• It also provides practicum experiences for Asbury College education students.

What Can You Learn from Others Who Teach Students with Severe

and Multiple Disabilities?

Collaboration in the education of students with severe and multiple disabilities.

A Vision for Joshua’s Future

• Joshua’s most difficult times seem to have passed.• Technology will most likely play a large role in Joshua’s future.• By using innovative curriculum, methods of instruction, and assistive

technology, Joshua may someday be able to work side-by-side with his father in his carpentry contracting business.