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… Public schools denied access – noting needs were too “significant” to be met by school

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

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

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

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

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

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

Behavioral Characteristic Frustration, aggression Stimulatory behaviors

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)

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

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

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….

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

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

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

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