Individuals with Severe Disabilities Jessie Richards University of South Carolina Special Education MAT candidate

AAMR Definition Definition Mental retardation is a disability characterized by: Significant limitations in intellectual functioning and in adaptive behavior. – Conceptual, social, and practical adaptive skills Originates before age 18.

2004 AAMR Definitional Criteria Significant limitations in intellectual functioning: Criterion for diagnosis is approximately two standard deviations below the mean Significant limitations in adaptive behavior: Should be established through the use of standardized measures normed on the general population Source: Luckasson et al. (2002)

Characteristics Functional Characteristics The range of skills and abilities greatly varies Often have physical characteristics Often learn new skills at a slower rate Difficulty applying knowledge obtained in one context to another Multiple disabilities Problem behavior Limited communication skills

Characteristics (Cont.) People with severe disabilities do learn, can form bonds, maintain interests. Does not define what an individual is able to do or not do. In order to best understand an individual’s abilities, skills, and interests you should get to know the person.

Characteristics (Cont.) Physical Characteristics Motor abilities ranges from very active to immobile. May possess physical limitations. – Extensive supports may be necessary to complete tasks.

Communication Characteristics – Language disorders: Receptive Language Disorder Expressive language disorder – Speech disorders: Sounds are absent or distorted to the extent that the speaker cannot easily be understood. – Gesturing and manual signing are the most commonly used methods of non-verbal communication. – Naturalistic teaching method shave been shown to be most effective for teaching communication skills.

Behavioral and Emotional Characteristics Difficult behaviors which may include: – Aggression – Self-stimulatory behavior (such as rocking, flapping, persistent behaviors) – Self-injurious behavior Likely to improve in: – Enriched environments – Teaching adaptive behaviors Communication, social skills, and choice- making Behavior analysis is a valuable tool for educators, as it does not require the person to report internal events such as thoughts, feelings that may drive behavior. (Miller, 1997)

Health Considerations May include both acquired and congenital conditions. Health and physical issues for the individual. (Ex: Organ failure, seizures, tumors) May acquire medical conditions which could cause great difficulty.

Health Considerations Illnesses and health problems which may cause little concern to those without disabilities, may be critical to those with severe disabilities. Difficulty communicating symptoms – Further progression – Worsen before a diagnosis can be made The disorder that results in the severe disability may also result in: – Hearing Impairments – Deafness – Blindness – Deaf-blindness

Mental Health Greater rates among those with intellectual disabilities May experience “stressors” which may have a negative effect on the individual’s emotional health – 16 “Stressors”, Levitas and Gilson (2001) – Symptoms are more likely to mimic “acting out” behavior than typical sadness. (Charlot, 1998)

Eligibility for Intellectual Disabilities a. Significant limitations in intellectual functioning At least two standard deviations below the mean b. Deficits in adaptive behavior At least two standard deviations below the mean c. Significant deficits in educational performance Compared to the child’s same aged peers *The adverse effects of the intellectual disability on the child’s educational performance require specialized instruction and/or related services.

DSM-IV-TR Definition Significantly sub average general intellectual functioning Significant limitations in adaptive functioning in at least two of the following skills areas: Communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, and safety Onset must occur before age 18 years Source: DSM-IV-TR

Eligibility for Multiple Disabilities Criteria: 1) Evidence that the child meets all eligibility requirements for two or more disabilities - Does not include developmental delay, deaf-blindness, or speech/language impairment. 2) Effects of the multiple disabilities on the child’s educational performance – Cannot be accommodated in special education programs solely for one of the disabilities – Require specialized instruction and/or related services. Source: Standards for Evaluation and Eligibility Determination (SEED), SC State Department of Education

Score Ranges The following score ranges must be utilized in reporting a child with an intellectual disability under the South Carolina Education Finance Act: Intellectual Standard Score* mild ……………………………………. 48–70± moderate –48± severe –25± *assumes mean of 100 and standard deviation of 15. Source: Standards for Evaluation and Eligibility Determination (SEED), SC State Department of Education

Accommodations Why? Educating students alongside their non-disabled peers is essential to: – Promote learning in the LRE – Enhance individual’s quality of life – Prepare students for inclusive settings in post-school life All students can share a common curriculum. Curriculum can be accessible and fitting to ALL learners. Engagement and participation of all students.

Accommodations When? Accommodations are determined when an IEP team gathers. Accommodations are implemented when a student’s disability interferes with learning.

Accommodations: How? Strategically arrange and organize the physical space – Facilitate learning – Free movement and participation Consider the needs of students when developing curriculum – Medical equipment – Assistance with mobility – Wheelchair accessibility Make curriculum ecologically valid: – Involving families and students, a collaborative effort between both teachers and the family – Meaningful and culturally relevant learning

Accommodations: How? (Cont.) Classroom design should support UDL to encourage accessibility to all students: – Multiple means of presentation: Ex: Multi-media teaching (Charts, audio, picture games, e-books) Ex: Enlarging words for visually impaired students, adding appropriate sounds to a presentation for blind students – Multiple options for participation: Ex: Content to match the interests of students – Multiple means of expression: Ex: Assignment accepted orally as oppose to written

Accommodations How? Materials are accessible and easy to operate for all students. Ex: In reach of students using wheelchairs or labeled with pictures for those who do not read. Flexibility in timing/schedule Ex: Extended time, breaks Design of the classroom promotes opportunities for social interaction Ex: Classroom layout is designed for group activities.

Conclusion Can pose great challenges to learning and performing tasks Applying meaningful supports, curriculum, and evidenced based teaching practices: – Improved outcomes – Greater quality of life for those with and without disabilities