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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
PSU LifeLink
TCNJ Career and Community Studies
Temple University Academy for Adult Learning