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