chapter 10. no single definition covers all conditions idea defines multiple disabilities and...

Chapter 10

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

Intellectual functioning◦ Most have significant intellectual impairments

Adaptive skills◦ Development of self-care skills is crucial

Motor development◦ Significant motor and physical challenges

Sensory functioning◦ Many students have hearing and vision impairments

Communication skills◦ Limited or no functional speech

Biological causes account for about three-quarters of cases

Severe intellectual disability caused by: Genetic factors Chromosomal disorders

Complications during and after birth also account for multiple disabilities

Human Genome Project Apgar test—first test given to newborns

Assistive technology evaluations typically are multi-disciplinary

The team should consider:◦ A speech, language, and communication

assessment◦ A seating and positioning assessment◦ A mobility assessment◦ A switch use and input/output device

assessment◦ A writing, hand & grip strength, and fine motor

skills evaluation◦ A visual and hearing assessment◦ An assessment of home, school, and community

environment SETT Framework

MAPS- Future Planning Meetings Peer Tutoring Hand Held Devices AAC

Augmentative and Alternative Communication (AAC)◦ The devices, techniques, and strategies used by

students who are unable to communicate fully through natural speech and/or writing

◦ May also include a wide array of options for communication, from low-tech message boards, symbols, pictures and visual prompts to very complex technology

◦ AAC devices have four key features: Symbols Displays Selection options Output modes

Children’s School Success (CSS) curriculum Five basic principles of CSS

◦ Students are active, self-motivated learners who learn best from personal experience

◦ Students learn best when they have the opportunity to practice skills in the context of meaningful activities

◦ Students construct knowledge by participating with others using problem-solving and self-evaluation skills

◦ Students should be allowed to exercise choice in their learning environments

◦ Students learn best through a curriculum that presents information in an integrated fashion

Partial Participation Principle◦ What non-instructional supports does the

student need for meaningful participation?◦ How much does the student wish to participate? ◦ How can teachers enhance the student’s

independence?◦ Task Analysis

Student-Directed Learning Strategies◦ Teach students with and without disabilities to

modify and regulate their own learning◦ Three important educational supports for

students with severe disabilities: Picture prompts or antecedent cue regulation Self-instruction strategies Self-monitoring strategies

General Curriculum◦ Curriculum-based measurement◦ Portfolio-based assessment

Other Educational Needs◦ Live observational methods include field

observations, time sampling, and event recording◦ Data collected includes frequency counts,

duration data, and latency data

Alternate assessments◦ Serve the same purpose as the typical

accountability assessment Other formats for alternative assessments:

◦ IEP-linked body of evidence◦ Performance assessment◦ Checklist◦ Portfolio-based alternate assessment

Alternate assessment also relies on scoring criteria

PSU LifeLink

TCNJ Career and Community Studies

Temple University Academy for Adult Learning