Chapter 9 Objectives

1. Severe and Multiple Disabilities Chapter 9 Objectives At the end of this presentation, you should be able to: • Define severe and multiple disabilities. • Know the five major themes associated with the successful inclusion of students with severe disabilities. • Describe the MAPS process. • Define partial participation as it relates to students with severe and multiple disabilities. • Recall how peer tutoring can support students with disabilities. Chapter Objectives

2. Chapter 9 Who Is Joshua Spoor? Who Is Joshua Spoor? • Joshua is a 10-year-old boy. • Nearly every part of his body is affected by severe disabilities. • He has to live away from his family in a residential center. • Joshua was born with encephalocele (an opening in his skull). • He had numerous seizures in his first few years. He required 24-hour care and his mother was ill with cancer, so Joshua was moved to the residential center. • The residential center enrolled Joshua in the local elementary school, and now middle school, which is in his home community. • A collaborative effort among the residential center staff, the school, and Joshua’s family will lead to his continued growth. Chapter Objectives

3. How Do You Recognize Students with Severe and Multiple Disabilities? Defining Severe and Multiple Disabilities How Do You Recognize Students with Severe and Multiple Disabilities? • 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 Define severe and multiple disabilities.

4. How Do You Recognize Students with Severe and Multiple Disabilities? Describing the Characteristics • Five categories help describe this diverse group of students: • Intellectual functioning • Most have significant impairments in intellectual functioning. • Adaptive skills • Development of self-care skills is crucial. • Motor development • Teachers need to be aware of student positioning. • Sensory impairments • Two out of five students with severe and multiple disabilities have sensory impairments. • Communication skills • Electric switches and computers can help students communicate needs and wants. Define severe and multiple disabilities.

5. How Do You Recognize Students with Severe and Multiple Disabilities? Identifying the Causes and Prevalence • Genetic metabolic disorders • Phenylketonuria • Can be identified through a PKU test • Preventing severe and multiple disabilities • Amniocentesis • Chorionic villi sampling • Percutaneous umbilical sampling • Prenatal fetal therapy • Prevalence • In 1999-2000, there were 112,993 students with severe and multiple disabilities served (about 0.18% of all students served by IDEA). Define severe and multiple disabilities.

6. How Do You Evaluate Students with Severe and Multiple Disabilities? Evaluating Students Figure 9-2 Define severe and multiple disabilities.

7. How Do You Evaluate Students with Severe and Multiple Disabilities? Determining the Nature and Extent of Services • Making Action Plans (MAPS) • What is MAPS? • What is your history or story? • What are your dreams? • What are your nightmares? • Who are you? • What are your strength, gifts, and talents? • What do you need? • What is the plan of action? Describe the MAPS process.

8. How Do You Assure Progress in the General Curriculum? Including Students How Do You Assure Progress in the General Curriculum? • Five major themes related to successful inclusion: • Collaborating among teachers and parents at classroom, building, and system levels • Teaching new skills in general education classrooms • Promoting friendships in inclusive settings • Facilitating positive outcomes for classmates without disabilities • Adapting the students’ curriculum What are five major themes related to successful inclusion of students with severe disabilities?

9. Inclusion Strategies • Multi-level learning • Same • Same but different • Different • Integrated programming • Infusing services into general curriculum • Maintaining placement • Providing context • “Whole School” consortium • Empower citizens for democracy • Include all in learning together • Provide authentic, multi-level instruction • Build a community • Support learning • Partner with parents and community http://www.wholeschooling.net/

10. How Do You Assure Progress in the General Curriculum? Including Students Figure 9-4 What are five major themes related to successful inclusion of students with severe disabilities?

11. How Do You Assure Progress in the General Curriculum? Planning Universally Designed Learning • Adapting instruction through partial participation • Students should not be categorically denied access to all general education activities • Rejects an all-or-nothing approach • Four types of instructional adaptations: • Adapting sequences though which a student learns • Adapting rules • Using personal assistance • Using materials and technology Define partial participation as it relates to students with severe and multiple disabilities.

12. How Do You Assure Progress in the General Curriculum? Planning Universally Designed Learning • Adapting instruction through peer support • Peer tutoring • Evidence-based practice for providing universally designed instruction • Worked with middle-school students to teach them to self-record their performance on skills • Resulted in increased rates of academic responding and reduced rates of problem behavior • Used to teach incidental information that helped clarify task to be performed • Embedded within cooperative learning groups to enable students to acquire functional academic skills Recall how peer tutoring can support students with disabilities.

13. How Do You Assure Progress in the General Curriculum? Collaborating to Meet Students’ Needs • Collaboration between special and general education should: • Create a classroom structure to support the diverse learning styles and needs of all students • Use heterogeneous student groupings and rely on peer tutoring • Implement universally designed learning through partnerships with educators, family members, peers, and other volunteers. Recall how peer tutoring can support students with disabilities.

14. What Can You Learn from Others Who Teach Students with Severe and Multiple Disabilities? Early Childhood What Can You Learn from Others Who Teach Students with Severe and Multiple Disabilities? The Early Childhood Years • Circle of Inclusion, The University of Kansas • A value-based commitment to including students with significant disabilities in programs available to typically developing children • Friendships between young children with and without disabilities • Collaboration among all parents and professionals • Development of children’s choice-making skills • Use of the MAPS process • Ongoing evaluation of how to make inclusion work • Child-initiated, child-centered, developmentally-appropriate education Collaboration in the education of students with severe and multiple disabilities.

15. What Can You Learn from Others Who Teach Students with Severe and Multiple Disabilities? Elementary The Elementary Years • Johnson City, New York, Central District • Two techniques: • Collaborative problem solving • Identify the problem • Generate possible solutions • Determine the feasibility of each solution • Choose a solution that maximizes inclusion • Evaluate the solution • Action research Collaboration in the education of students with severe and multiple disabilities.

16. What Can You Learn from Others Who Teach Students with Severe and Multiple Disabilities? Middle/Secondary Years The Middle/Secondary Years • Whittier High School, Los Angeles • Concerned by a high dropout rate and low college enrollment rate, the school adopted a strong inclusive philosophy, “all means all.” • Students and faculty are divided into three teams at each grade level. • Utilizes a tiered approach Collaboration in the education of students with severe and multiple disabilities.

17. What Can You Learn from Others Who Teach Students with Severe and Multiple Disabilities? Transitional and Post Secondary The Transitional and Post-Secondary Years • Asbury College, Wilmore, Kentucky • A collaborative program between Asbury College and the Jessamine County school system • Research showed that high school students with disabilities showed better postschool outcomes when allowed to continue on to postsecondary programs at age 18 with same-age peers. • The Connections program allows students to complete high school classes and transition to adulthood while at a college campus. • It also provides practicum experiences for Asbury College education students. Collaboration in the education of students with severe and multiple disabilities.

18. A Vision for Joshua’s Future • Joshua’s most difficult times seem to have passed. • Technology will most likely play a large role in Joshua’s future. • By using innovative curriculum, methods of instruction, and assistive technology, Joshua may someday be able to work side-by-side with his father in his carpentry contracting business.