Hardman 12e ppt_12

©2017 Cengage Learning. All Rights Reserved.
Chapter Twelve
SEVERE AND MULTIPLE DISABILITIES

LEARNING OBJECTIVES
(slide 1 of 2)
12-1 Describe how the lives of people
severe and multiple disabilities have
changed since the advent of IDEA.
12-2 Explain the various definitions and
classification of severe and multiple
disabilities.
12-3 Describe the characteristics and
prevalence of children and youth with
severe and multiple disabilities.

LEARNING OBJECTIVES
(slide 2 of 2)
12-4 List the causes and risk factors associated
with severe and multiple disabilities.
12-5 Describe the assessment procedures
used to identify severe and multiple
disabilities in children and youth.
12-6 Describe the different interventions for
children and youth with severe and
multiple disabilities from early
childhood through adulthood.

12-1 CHANGING ERA IN THE LIVES OF
PEOPLE WITH MULTIPLE DISABILITIES
• Severe and multiple disabilities: involve
significant physical, sensory, intellectual,
and/or social-interpersonal difficulties
• People with severe and multiple
disabilities may require services and
support in many facets of their lives, but
they are able to lead constructive, happy,
productive lives in school, family, and
community.

12-2 DEFINITIONS OF PEOPLE WITH
SEVERE & MULTIPLE DISABILITIES
• TASH (2014)
– People with significant disabilities and support
needs who are:
• Most at risk for being excluded from society
• Perceived by traditional service systems as most
challenging
• Most likely to be at risk for living, working, playing and
learning in segregated environments
• Least likely to have the tools and opportunities
necessary to advocate on their behalf
• Most likely to need ongoing, individualized supports to
participate in inclusive communities and enjoy a
quality of life similar to that available to all people.

12-2a IDEA DEFINITIONS OF
MULTIPLE DISABILITIES
• Multiple disabilities:
– concomitant impairments (such as intellectual
disabilities-blindness, intellectual disabilities-
orthopedic impairments, etc.), the
combination of which causes such severe
educational needs that they cannot be
accommodated in special education programs
solely for one of the impairments. The term
does not include deaf-blindness (34 C.F.R.
300.8[c][7]).

12-2b DEAF–BLINDNESS
• Deaf–blindness:
– concomitant vision and hearing difficulties, the
combination of which causes such severe
communication and other developmental and
educational needs that they cannot be
accommodated in special education programs
for children with deafness or children with
blindness. (34 C.F.R. 300.8[c][2])

12-3 CHARACTERISTICS AND
PREVALENCE (slide 1 of 2)
• Intelligence and academic achievement
– Learning and memory
– Instruction in functional skills
• Adaptive skills
– Personal independence
– Social interaction

12-3 CHARACTERISTICS AND
PREVALENCE (slide 2 of 2)
• Speech and language
– Deficits and delays
– Functional communication systems
• Physical and health
– Significant needs requiring professional care
• Vision and hearing
– Sensory impairments are frequent

12-3b PREVALENCE OF
MULTIPLE DISABILITY
• Prevalence for severe and multiple
disabilities is low (0.1–1% of general
population).
• 0.0002% of students age 6–21 are
identified as deaf–blind.

12-4 CAUSES & RISK FACTORS
• Severe disabilities may be the result of:
– Genetic or metabolic disorders, including
chromosomal abnormalities
– Prenatal conditions: poor maternal health,
drug abuse, infectious or venereal disease,
radiation exposure, advanced maternal age
– Incidents or accidents: poisoning, accidents,
malnutrition, neglect, disease

12-5 ASSESSMENT PROCEDURES
• Diagnosis is usually made soon after birth.
• Formal assessments
– Pediatricians
– Speech and language pathologists
– Physical therapists
– Early intervention specialists

12-6 INTERVENTIONS FOR
CHILDREN AND YOUTH
• “The earlier, the better”
• Authentic assessment: alternative basis
to measure student progress based on
meaningful learning activities.
• Alternate assessments: mandated for
students who are unable to participate in
required assessments.

12-6a THE EARLY
CHILDHOOD YEARS
• Services and Supports for:
– Infants and Toddlers
• Child and family-centered programs
– Preschool-Age Children
1. Maximize development in variety of important
developmental areas
2. Develop social interaction and participation skills
3. Increase community participation
4. Prepare child for inclusive school placements
and support transition into elementary school

12-6b THE ELEMENTARY
SCHOOL YEARS
• Self-determination
• Parental involvement
• Teaching functional skills
• Assistive technology and augmentative
communication

12-6c THE ADOLESCENT YEARS
• Tasks important in planning for transition
to adult life:
– Establish network of friends and acquaintances
– Develop ability to use community resources on
a regular basis
– Secure paid job that supports use of community
resources and interaction with peers
– Establish independence and autonomy in
making lifestyle choices

12-6d INCLUSIVE EDUCATION
• Successful inclusion efforts feature:
– Physical placement of students in general
education schools and classrooms
– High-level expectations
– Participation in alternative assessments
– Systematic organization of opportunities for
interaction between students
– Specific instruction in valued post-school
outcomes

LOOKING TOWARD A BRIGHT
FUTURE
• Inclusive education is increasing in our
schools.
• Opportunities to live and work in the
community are no longer just a dream.
• The critical support that is needed
becomes more and more a natural part of
the lives of people with severe disabilities.

CASE STUDY: ERNESTO
• Background
• Benefits

Hardman 12e ppt_12

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (18)

Semelhante a Hardman 12e ppt_12

Semelhante a Hardman 12e ppt_12 (20)

Mais de Michelle Meyer

Mais de Michelle Meyer (20)

Último

Último (20)

Hardman 12e ppt_12