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Chapter 14: Children with Severe and Multiple Disabilities

Chapter 14: Children with Severe and Multiple Disabilities. 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…

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Chapter 14: Children with Severe and Multiple Disabilities

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  1. Chapter 14: Children with Severe and Multiple Disabilities

  2. 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

  3. 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

  4. Labels and limitations • Don’t write these students off • The definition of courage • Focus on individual goals/strengths

  5. Teaching • Need to teach skills in small steps with immediate reinforcement • Prompt students/physical guiding • Life skills • Generalization to situations

  6. Literacy • They may not be able to read, but you can teach and promote literacy, and they can learn!

  7. Language and Math • Oral language, non verbal communication, sign language • Daily life application

  8. Social and Emotional Needs • Story of Brittney • Benefit and desire from social relationships • Friendships fostered, delight!

  9. Behavioral Characteristic • Frustration, aggression Stimulatory behaviors

  10. 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)

  11. Schooling/Early Years • Importance of early intervention • PT/OT • Inclusive preschool • Work with Individual child

  12. The Importance of Paraprofessionals • Critical role • Not dependence on para • More information gatherer/support/observation

  13. 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….

  14. The meaningful curriculum • Curriculum taking into consideration interests, personal goals, limitations

  15. 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

  16. Importance of environment • Needed: An accessible, warm classroom • Understanding teachers with knowledge of positive behavioral supports

  17. 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

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