At the end of this presentation, you should be able to:

1
Severe and Multiple Disabilities
Chapter 9 Objectives

• At the end of this presentation, you should be
  able to
• Define severe and multiple disabilities.
• Know the five major themes associated with the
  successful inclusion of students with severe
  disabilities.
• Describe the MAPS process.
• Define partial participation as it relates to
  students with severe and multiple disabilities.
• Recall how peer tutoring can support students
  with disabilities.

Chapter Objectives
2
Who Is Joshua Spoor?
Chapter 9
Who Is Joshua Spoor?

• Joshua is a 10-year-old boy.
• Nearly every part of his body is affected by
  severe disabilities.
• He has to live away from his family in a
  residential center.
• Joshua was born with encephalocele (an opening in
  his skull).
• He had numerous seizures in his first few years.
  He required 24-hour care and his mother was ill
  with cancer, so Joshua was moved to the
  residential center.
• The residential center enrolled Joshua in the
  local elementary school, and now middle school,
  which is in his home community.
• A collaborative effort among the residential
  center staff, the school, and Joshuas family
  will lead to his continued growth.

Chapter Objectives
3
How Do You Recognize Students with Severe and
Multiple Disabilities?
How Do You Recognize Students with Severe and
Multiple Disabilities?
Defining Severe and Multiple Disabilities

• 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

Define severe and multiple disabilities.
4
How Do You Recognize Students with Severe and
Multiple Disabilities?
Describing the Characteristics

• Five categories help describe this diverse group
  of students
• Intellectual functioning
• Most have significant impairments in intellectual
  functioning.
• Adaptive skills
• Development of self-care skills is crucial.
• Motor development
• Teachers need to be aware of student positioning.
• Sensory impairments
• Two out of five students with severe and multiple
  disabilities have sensory impairments.
• Communication skills
• Electric switches and computers can help students
  communicate needs and wants.

Define severe and multiple disabilities.
5
How Do You Recognize Students with Severe and
Multiple Disabilities?
Identifying the Causes and Prevalence

• Genetic metabolic disorders
• Phenylketonuria
• Can be identified through a PKU test
• Preventing severe and multiple disabilities
• Amniocentesis
• Chorionic villi sampling
• Percutaneous umbilical sampling
• Prenatal fetal therapy
• Prevalence
• In 1999-2000, there were 112,993 students with
  severe and multiple disabilities served (about
  0.18 of all students served by IDEA).

Define severe and multiple disabilities.
6
Figure 9-2
How Do You Evaluate Students with Severe and
Multiple Disabilities?
Evaluating Students
Define severe and multiple disabilities.
7
How Do You Evaluate Students with Severe and
Multiple Disabilities?
Determining the Nature and Extent of Services

• Making Action Plans (MAPS)
• What is MAPS?
• What is your history or story?
• What are your dreams?
• What are your nightmares?
• Who are you?
• What are your strength, gifts, and talents?
• What do you need?
• What is the plan of action?

Describe the MAPS process.
8
How Do You Assure Progress in the General
Curriculum?
How Do You Assure Progress in the General
Curriculum?
Including Students

• Five major themes related to successful
  inclusion
• Collaborating among teachers and parents at
  classroom, building, and system levels
• Teaching new skills in general education
  classrooms
• Promoting friendships in inclusive settings
• Facilitating positive outcomes for classmates
  without disabilities
• Adapting the students curriculum

What are five major themes related to successful
inclusion of students with severe disabilities?
9
Inclusion Strategies

• Multi-level learning
• Same
• Same but different
• Different
• Integrated programming
• Infusing services into general curriculum
• Maintaining placement
• Providing context
• Whole School consortium
• Empower citizens for democracy
• Include all in learning together
• Provide authentic, multi-level instruction
• Build a community
• Support learning
• Partner with parents and community

http//www.wholeschooling.net/
10
Figure 9-4
How Do You Assure Progress in the General
Curriculum?
Including Students
What are five major themes related to successful
inclusion of students with severe disabilities?
11
How Do You Assure Progress in the General
Curriculum?
Planning Universally Designed Learning

• Adapting instruction through partial
  participation
• Students should not be categorically denied
  access to all general education activities
• Rejects an all-or-nothing approach
• Four types of instructional adaptations
• Adapting sequences though which a student learns
• Adapting rules
• Using personal assistance
• Using materials and technology

Define partial participation as it relates to
students with severe and multiple disabilities.
12
How Do You Assure Progress in the General
Curriculum?
Planning Universally Designed Learning

• Adapting instruction through peer support
• Peer tutoring
• Evidence-based practice for providing universally
  designed instruction
• Worked with middle-school students to teach them
  to self-record their performance on skills
• Resulted in increased rates of academic
  responding and reduced rates of problem behavior
• Used to teach incidental information that helped
  clarify task to be performed
• Embedded within cooperative learning groups to
  enable students to acquire functional academic
  skills

Recall how peer tutoring can support students
with disabilities.
13
How Do You Assure Progress in the General
Curriculum?
Collaborating to Meet Students Needs

• Collaboration between special and general
  education should
• Create a classroom structure to support the
  diverse learning styles and needs of all students
• Use heterogeneous student groupings and rely on
  peer tutoring
• Implement universally designed learning through
  partnerships with educators, family members,
  peers, and other volunteers.

Recall how peer tutoring can support students
with disabilities.
14
What Can You Learn from Others Who Teach Students
with Severe and Multiple Disabilities?
What Can You Learn from Others Who Teach Students
with Severe and Multiple Disabilities?
Early Childhood

• The Early Childhood Years
• Circle of Inclusion, The University of Kansas
• A value-based commitment to including students
  with significant disabilities in programs
  available to typically developing children
• Friendships between young children with and
  without disabilities
• Collaboration among all parents and professionals
• Development of childrens choice-making skills
• Use of the MAPS process
• Ongoing evaluation of how to make inclusion work
• Child-initiated, child-centered,
  developmentally-appropriate education

Collaboration in the education of students with
severe and multiple disabilities.
15
What Can You Learn from Others Who Teach Students
with Severe and Multiple Disabilities?
Elementary

• The Elementary Years
• Johnson City, New York, Central District
• Two techniques
• Collaborative problem solving
• Identify the problem
• Generate possible solutions
• Determine the feasibility of each solution
• Choose a solution that maximizes inclusion
• Evaluate the solution
• Action research

Collaboration in the education of students with
severe and multiple disabilities.
16
What Can You Learn from Others Who Teach Students
with Severe and Multiple Disabilities?
Middle/Secondary Years

• The Middle/Secondary Years
• Whittier High School, Los Angeles
• Concerned by a high dropout rate and low college
  enrollment rate, the school adopted a strong
  inclusive philosophy, all means all.
• Students and faculty are divided into three teams
  at each grade level.
• Utilizes a tiered approach

Collaboration in the education of students with
severe and multiple disabilities.
17
What Can You Learn from Others Who Teach Students
with Severe and Multiple Disabilities?
Transitional and Post Secondary

• The Transitional and Post-Secondary Years
• Asbury College, Wilmore, Kentucky
• A collaborative program between Asbury College
  and the Jessamine County school system
• Research showed that high school students with
  disabilities showed better postschool outcomes
  when allowed to continue on to postsecondary
  programs at age 18 with same-age peers.
• The Connections program allows students to
  complete high school classes and transition to
  adulthood while at a college campus.
• It also provides practicum experiences for Asbury
  College education students.

Collaboration in the education of students with
severe and multiple disabilities.
18
A Vision for Joshuas Future

• Joshuas most difficult times seem to have
  passed.
• Technology will most likely play a large role in
  Joshuas future.
• By using innovative curriculum, methods of
  instruction, and assistive technology, Joshua may
  someday be able to work side-by-side with his
  father in his carpentry contracting business.