Chapter 10

 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

 Intellectual functioning ◦ Most have significant intellectual impairments  Adaptive skills ◦ Development of self-care skills is crucial  Motor development ◦ Significant motor and physical challenges  Sensory functioning ◦ Many students have hearing and vision impairments  Communication skills ◦ Limited or no functional speech

 Biological causes account for about three-quarters of cases  Severe intellectual disability caused by:  Genetic factors  Chromosomal disorders  Complications during and after birth also account for multiple disabilities  Human Genome Project  Apgar test—first test given to newborns

 Assistive technology evaluations typically are multi-disciplinary  The team should consider: ◦ A speech, language, and communication assessment ◦ A seating and positioning assessment ◦ A mobility assessment ◦ A switch use and input/output device assessment ◦ A writing, hand & grip strength, and fine motor skills evaluation ◦ A visual and hearing assessment ◦ An assessment of home, school, and community environment  SETT Framework

 MAPS- Future Planning Meetings  Peer Tutoring  Hand Held Devices  AAC

 Augmentative and Alternative Communication (AAC) ◦ The devices, techniques, and strategies used by students who are unable to communicate fully through natural speech and/or writing ◦ May also include a wide array of options for communication, from low-tech message boards, symbols, pictures and visual prompts to very complex technology ◦ AAC devices have four key features:  Symbols  Displays  Selection options  Output modes

 Children’s School Success (CSS) curriculum  Five basic principles of CSS ◦ Students are active, self-motivated learners who learn best from personal experience ◦ Students learn best when they have the opportunity to practice skills in the context of meaningful activities ◦ Students construct knowledge by participating with others using problem-solving and self- evaluation skills ◦ Students should be allowed to exercise choice in their learning environments ◦ Students learn best through a curriculum that presents information in an integrated fashion

 Partial Participation Principle ◦ What non-instructional supports does the student need for meaningful participation? ◦ How much does the student wish to participate? ◦ How can teachers enhance the student’s independence? ◦ Task Analysis

 Student-Directed Learning Strategies ◦ Teach students with and without disabilities to modify and regulate their own learning ◦ Three important educational supports for students with severe disabilities:  Picture prompts or antecedent cue regulation  Self-instruction strategies  Self-monitoring strategies

 General Curriculum ◦ Curriculum-based measurement ◦ Portfolio-based assessment  Other Educational Needs ◦ Live observational methods include field observations, time sampling, and event recording ◦ Data collected includes frequency counts, duration data, and latency data

 Alternate assessments ◦ Serve the same purpose as the typical accountability assessment  Other formats for alternative assessments: ◦ IEP-linked body of evidence ◦ Performance assessment ◦ Checklist ◦ Portfolio-based alternate assessment  Alternate assessment also relies on scoring criteria

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