chapter 14: children with severe and multiple disabilities
TRANSCRIPT
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Chapter 14: Children with Severe and
Multiple Disabilities
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The advent of a category
• Children with severe/multiple disabilities used to be schooled at home (learning basic life skills with family)
• 1921 Nat’l Society for Crippled children established – more private schools made…
• Public schools denied access – noting needs were too “significant” to be met by school
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The Change
• 60’s – 70’s : Federal Special Education Laws – children with severe/multiple difficulties become part of school population
• Groups promoting equity, opportunity and inclusion popped up
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Labels and limitations
• Don’t write these students off
• The definition of courage
• Focus on individual goals/strengths
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Teaching
• Need to teach skills in small steps with immediate reinforcement
• Prompt students/physical guiding
• Life skills
• Generalization to situations
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Literacy
• They may not be able to read, but you can teach and promote literacy, and they can learn!
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Language and Math
• Oral language, non verbal communication, sign language
• Daily life application
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Social and Emotional Needs
• Story of Brittney
• Benefit and desire from social relationships
• Friendships fostered, delight!
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Behavioral Characteristic
• Frustration, aggression
Stimulatory behaviors
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Assessments
• Standard assessments may not be the way to go
• Authentic assessment – observation of student performance in natural environment
• Assess individually using a person centered approach. Focus on individual likes, dislikes…
• Ecological assessment (written notes, observational data, videos)
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Schooling/Early Years
• Importance of early intervention
• PT/OT
• Inclusive preschool
• Work with Individual child
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The Importance of Paraprofessionals
• Critical role
• Not dependence on para
• More information gatherer/support/observation
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Transition
• Job coach/supported employment
• Free and appropriate education until 21
• Usually require some sort of support their entire lives
• Allow them to live their dreams….
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The meaningful curriculum
• Curriculum taking into consideration interests, personal goals, limitations
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The importance of collaboration
• Family – teacher – supports – students
• Parents: provides assessments/observations
• Student: personal viewpoints
• SE teachers: knowledge of individualized instruction, related services, core curriculum
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Importance of environment
• Needed: An accessible, warm classroom
• Understanding teachers with knowledge of positive behavioral supports
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Family views
• It’s not easy, but so very rewarding
• A gift in and of itself
• Knowledge of financial resources/community programs
• The acceptance process