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Understanding Students with Severe and Multiple Disabilities

Understanding Students with Severe and Multiple Disabilities

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Understanding Students with Severe and Multiple Disabilities

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  1. Understanding Students with Severe and Multiple Disabilities Chapter 10

  2. IDEA Definition • Concomitant impairments (MR + Blindness, MR + orthopedic imp.) • Combination causes severe impairment • Does not include deaf-blindness

  3. Prevalence • 2003-2004 132,333 students ages 6-21 • 0.2 % of all students receiving special education

  4. Characteristics • Intellectual functioning: can vary greatly but most have significant impairments • Adaptive skills: self care • Motor development: sensorimotor impairments and abnormal muscle tone • Sensory functioning: hearing and vision • Communication skills

  5. Causes • Genetic: chromosomal disorders • Developmental brain abnormalities • Metabolism and neuro-degenerative disorders • Complications during birth

  6. Evaluations • Apgar • Rank heart rate, respiratory effort, muscle tone, gag reflex, and skin color • Neuro-behavioral assessments • Brain imaging • IQ • Adaptive behavior scales

  7. Assistive Technology • Computers • Communications devices • Toys • Games • Self-care • http://www.enablemart.com/Catalog/Ablenet-Inc?gclid=CKXDr-y_nJICFQlXxgod_QqV-A • http://www.enablemart.com/?gclid=CMzV_rrto5ICFQIGxgodOUEUQQ • http://www.accesstr.com/

  8. Evaluating for Assistive Technology • SETT framework (see pg. 238) • MAP’s process - multidisciplinary group (see pg. 238-239)

  9. Educational Placements • 12% in general education 80-100% of time • 17% in general education 79-49% of time • 46% in general education 0-39% of time • 20% in separate facility • 2% in residential facility • 2% in home/hospital

  10. Measuring Students’ Progress • Curriculum-based measurement • Portfolio-based assessment • Observational methods • Field observations • Time sampling • Absence seizures