Severe and Multiple

Disabilities Chapter 12 by Susan Suits

DEFIN

IION

• Severe and multiple disabilities- –Disabilties that involve significant, physical, sensory, intellectual and/or social-interpersonal performance deficits.

People

with

severe

disa

bilitie

s

• People with severe disabilities often cannot be maintained with one health professional.

• Most students are seen by educators, medical doctors, psychologists and social services.

• Until the 1970’s negatives of disabilities were listed: ex; self-mutilation, self-stimulation.

• In 1976, Justen proposed a definition based on developmental level.

• In 1977, Haring decided children with severe disabilities should be categorized educationally.

• By the 1990’s, advocates were trying to include children with severe handicaps in to regular classrooms.

IDE

A D

efin

ition

s of S

evere

an

d M

ultip

le D

isab

ilities

• Dual diagnosis-Identification of both serious emotional problems and intellectual disabilities in the same individual.

• Dual sensory impairments- A condition, characterized by both vision and hearing sensory impairments (deaf-blindness), which can result in severe communication problems.

• Deaf-blindness- A disorder involving simultaneous vision and hearing impairments.

Defin

ition

s co

ntin

ued

• Epilepsy-A condition that produces brief disturbances in brain function, resulting in seizures of varying intensity.

• Spasticity-A condition that involves involuntary contractions of various muscle groups.

• Athetosis-A condition characterized by constant, contorted twisting motions in the wrists and fingers.

• Hypotonia-Poor muscle tone. • Catheterization-The process of introducing a

hollow tube (catheter) into body cavities to drain fluid, such as introducing a tube into an individual’s bladder to drain urine.

• Gastronomy tube feeding-The process of feeding a person through a rubber tube that is inserted into the stomach.

• Respiratory ventilation-Use of mechanical aid (ventilator) to supply oxygen to an individual with respiratory problems.

Pre

vala

nce

an

d

Cau

satio

n

• These severe, multiple disabilities are actually pretty rare.

• Only about 4 out of every 1,000 have severe disabilities, and most of those are intellectual.

• These students are only 2% of all children with disabilities.

• There is no one cause for these disabilities. • Most severe disabilities are evident at birth

and have a genetic origin and cannot be prevented.

• Other causes, which are preventable, are poor maternal health which would include drug abuse, infectious diseases, radiation exposure, venereal disease and advanced maternal age.

Ed

uca

tion

al

Asse

ssmen

t

• Children with severe and multiple disabilities should have educational assessments as early as possible.

• This educational support system should start as early as possible and continue throughout life.

• Authentic assessment- An alternative basis used to measure student progress.

• Assessment is based on student progress in meaningful learning activities.

• In the last decade schools have been held more accountable to teaching these children.

• IDEA requires schools include students in their assessments at whatever their district or state requires. IDEA also requires schools to make modifications and accommodations for the children as much as possible to ensure their success as much as possible.

Early

Ch

ildh

ood

Ye

ars

• Maximize child’s development in a variety of important developmental areas.

• Develop the child’s social interaction and classroom participation skills.

• Increase community participation through support to family members and other care givers.

• Respite care-Assistance provided by individuals that allows parents and other children within the family time away from the child with a disability.

• Prepare child fro inclusive school placement and provide support for transition into elementary school.

Ele

men

tary

Sch

ool

Years

• Self determination is important, student preferences and needs are taken into account in developing educational objectives.

• The school values and supports parental involvement.

• Instruction focuses on frequently used functional skills related to everyday life activities.

• Assistive technology and augmentative communication are available to maintain or increase the functional capabilities of the student with severe and multiple disabilities.

Ad

ole

scen

t Years

• Youth with severe and multiple need to:– Establish a network of friends and

acquaintances– Develop the ability to use community

resources on a regular basis. – Secure a paid job that supports the

use of community resources and interaction with peers.

– Establish independence and autonomy in making lifestyle choices.

Inclu

sive E

du

catio

n

• Physical placement of students with severe and multiple disabilities in he general education schools and classes the would attend if they didn’t have disabilities.

• Systematic organization of opportunities for interaction between students with severe and multiple disabilities and students without disabilities.

• Specific instruction in valued post-school outcomes that will increase the competence of students with severe and multiple disabilities in the natural settings of family, school and communities.

REFERENCE

Hardman, M. L., Drew, C. J., & Egan, M. W. (2014). Chapter 12 [Severe and Multiple Disabilities]. In M. L. Hardman, C. J. Drew, & M. W. Egan (Authors), human exceptionality: School, community and family (11th ed., pp. 296-315). Belmont, CA/USA: Wadsworth.

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