© 2009 The McGraw-Hill Companies, Inc. Students with Severe Disabilities Chapter 12

© 2009 The McGraw-Hill Companies, Inc.

Students with Severe Students with Severe DisabilitiesDisabilities

Chapter 12Chapter 12

Taylor/Smiley/Richards, Exceptional Students © 2009 The McGraw-Hill Companies, Inc.

What is the History of What is the History of Severe Disabilities?Severe Disabilities?

Historically those with severe disabilities were Historically those with severe disabilities were often segregated, maltreated, and often segregated, maltreated, and institutionalized.institutionalized.

1960’s - maternal rubella resulted in rise in 1960’s - maternal rubella resulted in rise in number of children with dual sensory losses.number of children with dual sensory losses.

1960’s - deinstitutionalization began in the 1960’s - deinstitutionalization began in the U.S.U.S.

Advocacy organizations sought inclusion in Advocacy organizations sought inclusion in schools and communitiesschools and communities


What is the Definition of What is the Definition of Severe Disabilities?Severe Disabilities?

Because severe disabilities is not one of the 13 Because severe disabilities is not one of the 13 special education categories, it has no specific special education categories, it has no specific definition, but it encompasses the IDEA 04 definition, but it encompasses the IDEA 04 categories ofcategories of multiple disabilities andmultiple disabilities and deaf-blindness.deaf-blindness.


What is the IDEA 04 Definition of What is the IDEA 04 Definition of Multiple Disabilities?Multiple Disabilities?

Multiple disabilities - “concomitant Multiple disabilities - “concomitant impairments (such as mental retardation-impairments (such as mental retardation-blindness, mental retardation-orthopedic blindness, mental retardation-orthopedic impairment, etc.) the combination which impairment, etc.) the combination which causes such severe educational needs that they causes such severe educational needs that they cannot be accommodated in programs solely cannot be accommodated in programs solely for one disability.”for one disability.”


What is the IDEA 04 Definition What is the IDEA 04 Definition of Deaf-Blindness?of Deaf-Blindness?

Deaf-blindness - “hearing and visual Deaf-blindness - “hearing and visual impairments, the combination which causes impairments, the combination which causes such severe communication and other such severe communication and other developmental and educational problems that developmental and educational problems that they cannot be accommodated in special they cannot be accommodated in special education program solely for children with education program solely for children with deafness or children with blindness.”deafness or children with blindness.”


How are Students with How are Students with Severe Disabilities Classified?Severe Disabilities Classified?

Classification can be based on AAMR levels of support system. Classification can be based on AAMR levels of support system. Most students with severe disabilities will need extensive or Most students with severe disabilities will need extensive or pervasive supports.pervasive supports.

IntermittentIntermittent Needs support for some activitiesNeeds support for some activities

Time-limitedTime-limited Needs support during certain periods of timeNeeds support during certain periods of time during lifeduring life

Extensive Extensive Intensive support in one or more environmentsIntensive support in one or more environments

PervasivePervasive Intensive assistance in more than one setting on an ongoing Intensive assistance in more than one setting on an ongoing

basisbasis


What is the Prevalence of What is the Prevalence of Severe Disabilities?Severe Disabilities?

Multiple disabilities - .2% (1 in 500) students Multiple disabilities - .2% (1 in 500) students aged 6-21aged 6-21

Deaf-blindness - also well below 1% of the Deaf-blindness - also well below 1% of the school-aged populationschool-aged population


What are Some Causes of What are Some Causes of Severe Disabilities?Severe Disabilities?

Genetic or biologicalGenetic or biological Includes fetal alcohol or other syndromes and Includes fetal alcohol or other syndromes and

viruses and infections such as encephalitis and viruses and infections such as encephalitis and rubellarubella

EnvironmentalEnvironmental Includes trauma at birth, poisoning, accidentsIncludes trauma at birth, poisoning, accidents Lack of nurturance, healthcare, or early Lack of nurturance, healthcare, or early

intervention may contribute to severe disabilities.intervention may contribute to severe disabilities.


What are Possible Characteristics of What are Possible Characteristics of Students with Severe Disabilities?Students with Severe Disabilities?

Some have diminished cognitive functioning affecting abstract Some have diminished cognitive functioning affecting abstract thinking, learning, attention, and memory.thinking, learning, attention, and memory.

Many have significant physical, health, and communication Many have significant physical, health, and communication needs.needs.

Significant developmental delays (including speech, personal-Significant developmental delays (including speech, personal-social skills, behavior, motor, learning, attention, memory, social skills, behavior, motor, learning, attention, memory, mobility, etc.)mobility, etc.)

Difficulty learning self-care skillsDifficulty learning self-care skills Need for repetition to acquire skillsNeed for repetition to acquire skills Difficulty in the transfer and generalization of skillsDifficulty in the transfer and generalization of skills


How are Students with How are Students with Severe Disabilities Identified?Severe Disabilities Identified?

Often identified at birth or shortly thereafter Often identified at birth or shortly thereafter by a physicianby a physician Neonatal screening, medical evaluationsNeonatal screening, medical evaluations

Communication disorders may be diagnosed Communication disorders may be diagnosed by a speech-language pathologist.by a speech-language pathologist.


What are Some Common Assessments What are Some Common Assessments for School-Aged Students for School-Aged Students with Severe Disabilities?with Severe Disabilities?

IQ may be assessed for school-aged IQ may be assessed for school-aged population.population.

Adaptive behavior scalesAdaptive behavior scales Dynamic assessmentsDynamic assessments


What Early Childhood Assessments What Early Childhood Assessments May be Used with Children with May be Used with Children with

Severe Disabilities?Severe Disabilities?

Medical evaluationsMedical evaluations Communication evaluationsCommunication evaluations Transdisciplinary evaluationsTransdisciplinary evaluations Assessment of family functioningAssessment of family functioning


How are Individuals with How are Individuals with Deaf-Blindness Identified?Deaf-Blindness Identified?

Audiologists assess hearing - loss at 40 dB or Audiologists assess hearing - loss at 40 dB or greater represents a significant hearing loss greater represents a significant hearing loss

Ophthalmologists or optometrists assess vision Ophthalmologists or optometrists assess vision - visual acuity 20/70 in the best eye with the - visual acuity 20/70 in the best eye with the best possible correction represents low visionbest possible correction represents low vision

IDEA only requires a combination of hearing IDEA only requires a combination of hearing and vision loss that requires special education and vision loss that requires special education not that the student be legally blind and deaf.not that the student be legally blind and deaf.


What Should I Teach Students What Should I Teach Students with Severe Disabilities?with Severe Disabilities?

Access to the general education curriculum should be available in Access to the general education curriculum should be available in early childhood and for school-aged children, with adaptations as early childhood and for school-aged children, with adaptations as needed.needed.

Functional skills may also be needed and identified through Functional skills may also be needed and identified through ecological inventories, functional behavior assessments, and ecological inventories, functional behavior assessments, and alternate assessments.alternate assessments.

Self-careSelf-care CognitionCognition CommunicationCommunication Motor skillsMotor skills Social interactionSocial interaction Prepare for transition to adult livingPrepare for transition to adult living


How Should I Teach Children with How Should I Teach Children with Severe Disabilities?Severe Disabilities?

Learning skills will require more time and repetition.Learning skills will require more time and repetition. Base instruction on student’s needs.Base instruction on student’s needs. Adapt the general education curriculum goals and Adapt the general education curriculum goals and

objectives accordingly.objectives accordingly. Teach chronologically age-appropriate skills.Teach chronologically age-appropriate skills. Use discrete, distributed, and massed-trial teaching.Use discrete, distributed, and massed-trial teaching. Provide for partial participation.Provide for partial participation. Use naturalistic teaching strategies.Use naturalistic teaching strategies. Work closely with paraprofessionals and families.Work closely with paraprofessionals and families.


What are Considerations for the What are Considerations for the Instructional Environment?Instructional Environment?

Students with severe disabilities and peers without Students with severe disabilities and peers without disabilities can both benefit from inclusive education. disabilities can both benefit from inclusive education. Provide for peer interactions.Provide for peer interactions.

Use community-based instruction where the student Use community-based instruction where the student will learn best - including job sites, public will learn best - including job sites, public transportation, shopping venues, etc.transportation, shopping venues, etc.

Provide needed supports in all environments.Provide needed supports in all environments. Adapt according to sensory needs (lighting, Adapt according to sensory needs (lighting,

positioning, seating, technology, grouping, etc.).positioning, seating, technology, grouping, etc.).


What Types of Instructional What Types of Instructional Technology Can be Used?Technology Can be Used?

Choose the technology that helps the Choose the technology that helps the individual perform the desired skills in the individual perform the desired skills in the most effective and efficient manner.most effective and efficient manner. Adaptive equipment needed for feeding, dressing, Adaptive equipment needed for feeding, dressing,

toiletingtoileting Alternative/augmentative communication aidsAlternative/augmentative communication aids Decide the assistive technology needed based on Decide the assistive technology needed based on

the IEP.the IEP.


What Are Some Considerations for What Are Some Considerations for the General Education Teacher?the General Education Teacher?

Welcome all students to your room.Welcome all students to your room. Show concern for the success of all students.Show concern for the success of all students. Adjust the classroom and learning environment.Adjust the classroom and learning environment. Implement adaptations and instructions to meet Implement adaptations and instructions to meet

individual needs.individual needs. Select effective teaching methods and materials.Select effective teaching methods and materials. Collaborate with special educators and parents.Collaborate with special educators and parents. Assess effectiveness of instruction for student.Assess effectiveness of instruction for student.

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© 2009 The McGraw-Hill Companies, Inc. Students with Severe Disabilities Chapter 12