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