development and education issues of children with pimd
TRANSCRIPT
DEVELOPMENT AND EDUCATION ISSUES OF CHILDREN WITH SEVERE AND PROFOUND
INTELLECTUAL DISABILITY
“
”
MAMA EXHORTED HER CHILDREN AT EVERY OPPORTUNITY TO ‘JUMP AT DE SUN.’ WE MIGHT NOT LAND ON THE SUN BUT AT LEAST WE WOULD GET OFF THE GROUND.
- Zora Neale Hurston
CHALLENGES PARENTS ENCOUNTER
The greatest challenge a parent of a child with severe
and profound intellectual disability faces is to provide
quality of life and the support that child needs to
achieve a life worth living (Maes, Lambrechts, Hostyn,
& Petry, 2007).
The natural result of living with PIMD can be feelings
of isolation and loneliness (NICHY, 2003).
The desire and need to collect as much information as
possible can be overwhelming as described by the
“Unplanned Journey” in NICHY (2004).
The countless professionals that have to be seen
regularly can be more than a parent expected
(Downing, 2010).
Parents who volunteer in the classroom can be a great
support to the teacher and class, so do not be afraid to
get involved (Downing, 2010)!
STUDENT INFORMATION
According to Downing (2010, p. 101), teachers are the most “important factor for a
student’s learning” and; therefore, a quality teacher that is caring and compassionate
should be sought out. The general education teacher will be taking the same
responsibility for your education as the special education teacher does, so take the time
to listen and learn from both (Downing, 2010).
The students in class are peers and their support and assistance is vital to learning
(Downing, 2010).
One area of concern for students with PIMD is undernutrition; therefore, be sure to eat
every time it is offered at school (Axelsson, 2014).
The nature of PIMD will make it necessary to have assistance every day; therefore,
supplemental services should be seen as encouraging since they will relieve the family
of the stress that PIMD places on a home (Axelsson, 2014).
INTERVENTIONS
Professional• “Surgical and orthodic
interventions” (Maes, et. al.,
2007)
• Odyssey Now (ON) program
for activities and personal
development (Maes, et. al.,
2007)
• Direct support staff
increasing choice
opportunities as Maes, et.
al. (2007) articulates
• Understanding the IEP
goals and related training
for working with students
w/PIMD (Downing, 2010)
Parental• Parent volunteers are
vital (Downing, 2010)
• Learning the way that
the curriculum is
designed to be adapted
for students (Downing,
2010)
• Teaching the child the
life skills and
adaptations necessary
to survive (Gromisch,
2012)
Educational• The special and general education
teachers can work together to
provide necessary interventions
• Response to Intervention
• Adaptations to the curriculum
• Positive environment (PEP) as
indicated and expounded by Maes,
et. al. (2007) & social interactions
• Voice output communication aids
(VOCA) (Maes, et. al., 2007)
• Seating arrangements (Maes, et.
al., 2007)
• Paraprofessional support and
teaching intervention
• Peer intervention
ISSUES WITH INTERVENTIONS
Professional
• Scheduling conflicts
• Student misses a lot of
the lesson while out
• Collaboration with the
IEP team and family
• Conflicts in schools of
thought regarding the
most beneficial strategy
for the student
• Behavioral issues
• Health & safety issues
Parental
• Parents may stay out
of the picture when
support as a volunteer
can be vital
• Parents that work with
students may lack the
training necessary to
help by learning about
the disability
Educational
• Paraprofessional support and
lack of training
• Scheduling conflicts for
special education assistants
and related support providers
• Coteaching conflicts and lack
of planning
• Peers may not always be
interested or may use it as a
way to avoid learning
themselves (Downing, 2010)
• Paraprofessionals may hover
or provide so much support
that the student becomes
dependent on their assistance
(Downing, 2010)
CURRICULUM PLANNING AND IEP DEVELOPMENT
When RtI reveals the need for support and assistance, the need for adapting the
curriculum becomes a key factor in teaching and instruction because an abstract
curriculum does not meet the child’s individual needs (Downing, 2010).
The most profound way to adapt the curriculum to meet those needs is by
“identifying the big ideas for learning,” simplifying those ideas, and providing direct
instruction (Downing, 2010, p. 69).
The IEP is designed to make education meaningful; therefore, it takes more
planning and collaboration on the part of special and regular education teachers to
implement the law in education with students with PIMD (Downing, 2010).
The IDEA mandate requires that students with PIMD be included in the general
education curriculum; therefore, any separation from the class may be a violation of
the student’s rights (Downing, 2010).
CURRICULUM PLANNING AND IEP DEVELOPMENT CONT…
Lessons should be planned according to three different aspects for students with
PIMD; presentation with different modes of learning, access provided from different
ways, and different ways to demonstrate learning (Downing, 2010).
The Universal Design for Learning (UDL) should be employed to ensure that all
students have access to the general education curriculum (Downing, 2010).
The student with PIMD can make contributions to the class in ways that are
thematic, social, contributing, and distinctive; these should be incorporated
throughout the day (Downing, 2010).
Progressive questioning should be used in which the questions start out simple and
are asked to the student with PIMD then progress to harder questions addressed to
regular education students so that all are included (Downing, 2010).
INSTRUCTION
Instructional and
Teaching Issues
• Physical considerations
of the individual child
and the classroom
environment design
• Visual impairments and
the need for necessary
supports in all
environments
• Prompting, shaping,
grouping of students as
well as modelling
instruction for students
(Downing, 2010)
Curriculum Planning
Issues
• Coteaching issues such as
collaboration and planning,
perspective, and time
• Determining the best way
to teach the skills that the
IEP have targeted
(Downing, 2010)
• The way that adaptations
will be integrated into the
lesson and the child’s
individual needs (Downing,
2010)
IEP Development
Issues
• Making the curriculum
and environment fit the
IEP goals
• Consideration of the
prompts required for the
student
• Visual requirements
• Physical needs and
considerations so that
students can be actively
involved in all lessons
(Downing, 2010)
EDUCATIONAL GOALS AND OUTCOMES
One goal for students with profound intellectual and multiple disabilities is to learn
to receive support and be flexible with it so that as an adult it is a natural outgrowth
of a lifetime of assistance (Downing, 2010).
As Downing (2010), another crucial goal for students with PIMD is to learn to
generalize learning so that what they learn in one setting they are able to apply to
another.
“It takes a village” to raise a child and much more when they have PIMD; therefore,
the need for support and assistance should become a natural extension of the child’s
life (Downing, 2010, p. 99).
The interaction and engagement of the child in the curriculum and school life, social
competence, and functional skills is essential to maintaining meaningful IEP goals
(Downing, 2010).
QUESTIONS?
Are there any challenges that cause your family stress
not mentioned in the first few slides?
Are there any concerns with malnutrition or lack of
support that you think need to be addressed with your
child specifically?
Do you feel any sense of congruency when you read
the quote at the beginning of the presentation?
Are there any signs of interaction that you feel are
misunderstood with your child?
Would you and your child be willing to be a part of a
“Breakfast with ……”?? This would be a good way to
establish relationships with those who are non-
disabled for your child.
REFERENCES
Axelsson, Anna. (2014). Children with profound intellectual and multiple disabilities and their
participation in family activities. Retrieved from http://www.diva-
portal.org/smash/get/diva2:714504/FULLTEXT01.pdf
Downing, June. (2010). Academic Instruction for Students with Intellectual Disabilities. Belmont,
CA: Wadsworth.
Gromisch, Elizabeth. (2012). An intellectual disabilities resource guide for teachers and parents.
Bright Hub Education. Retrieved from http://www.brighthubeducation.com/special-ed-learning-
disorders/124800-resources-for-teaching-and-parenting-students-with-intellectual-disabilities/
Maes, B., Lambrechts, G., Hostyn, I., and Petry, K. (2007). Quality-enhancing interventions for
people with profound intellectual and multiple disabilities: A review of the empirical research
literature. Journal of Intellectual & Developmental Disability. Vol. 32. Issue 3. pp. 163-178.
National Information Center for Children and Youth with Disabilities. (2003). Parenting a child
with special needs. Retrieved from http://www.familyvoices.org/admin/work_caring/files/nd20.pdf