Special Education- Teaching Children With Low-Incidence

1. Special Education- Teaching Children With Low-Incidence Jeff Spurlock

2. Terminology • Low-Incidence is often talked about hand in hand with multiple disabilities and severe disabilities (Hallahan, Kauffman & Pullen, 1978). • Types of Low-Incidence include blind/low vision, deaf/hard-of-hearing, deaf-blind, significant developmental delay, significant physical and multiple disabilities, the autism spectrum ("Curriculum access ," ), and severe orthopedic impairment ("Low incidence disability," ).

3. Definitions • The Association for Persons with Severe Handicaps (TASH) defines as following: “individuals with disabilities of all ages, races, creeds, national origins, genders and sexual orientations who require ongoing support in more than on major life activity in order to paticipate in an integrated community and enjoy a quality of life similar to that available to all citizens (Hallahan, Kauffman & Pullen, 1978).

4. Definitions (continued) • According to the IDEA, the term refers to “children with disabilities who, because of the intensity of their…problems, need highly specialized…services in order to maximize their full potential for useful and meaningful participation in society and for self-fulfillment.” The definition includes those with profound mental retardation, severe emotional disturbance, autism, or multiple disabilities (Hallahan, Kauffman & Pullen, 1978).

5. Prevalence • The disabilities associated with low-incidence have a prevalence of less than one percent of the entire population (Hallahan, Kauffman, & Pullen, 1978).

6. Mental Retardation • According to the IDEA, it is defined as “significantly sub average general intellectual functioning…that adversely affects a child’s educational performance.” • Forms during the developmental period. • Typically, IQ results are used for classification. A score of 55-69 is considered mild; 40-54 is moderate; 25-39 is severe; and 24 and below is profound. • 85 percent of those with MR fall into the mild category. • (Rosenburg & Edmond-Rosenburg), 1994)

7. Traumatic Brain Injury • Occurs when there is injury to the brain by an external force, with no degenerative or congenital condition. Marked by an altered conscious state. As a result, neurological or neurobehavioral dysfunction can occur. • Can be open head wounds (penetration) or closed head wounds (internal damage). • Often “invisible”- you cannot visibly see if someone's brain is injured. • Often effects children and males. • (Hallahan, Kauffman & Pullen, 1978)

8. Deaf-Blindness • A concurrent definition is the base of controversy. • It is “concomitant hearing and visual impairments, the combination of which causes severe communication and other developmental and educational problems” (Rosenberg & Edmond-Rosenberg, 1994). • Difficult to state prevalence, though estimates are 45,000-50,000 individuals from birth to adulthood. Caused by genetic/chromosomal syndromes, prenatal conditions, or postnatal conditions (Hallahan, Kauffman & Pullen, 1978).

9. Severe Orthopedic Impairment • A motor disability that adversely affects the child’s educational performance (Perry). • Types are absences of members, bone tuberculosis, cerebral palsy, spinal bifida, muscular dystrophy, or traumatic injury. • Affects about 1 percent of the students receiving special education aid. • ("Orthopedic impairments," 2008)

10. Impact and Intervention ofMR • A child with MR may do extremely well in school but will need individualized help. Individualized Family Service Plans (IFSP), are formed to determine unique needs of each individual. • Skills that the students will need most help with are adaptive skills, such as communication. • 87% of those with MR will learn only slighly slower than average; the remaining 13% will have more difficulty in school and at home, and will need far more intensive support their entire life. • ("Mental retardation," 2005)

11. Impact and Intervention of MR (continued) • The student’s family will have to responibility of caring for the individual, possibly around the clock which can be very demanding and stressful. • The student’s peers may no understand how to deal with someone with a more severe level of MR. • The teacher may have trouble keeping the rest of the class on schedule as far as curriculum while also making sure the student with MR is learning.

12. Impact and Intervention of TBI • Educational considerations will vary by the degree of severity of the injury. • There are essential steps to be followed for proper education of one with TBI, including transitioning from hospital to school, a team approach, an IEP formation, educational procedures, and plans for long-term situations (Hallahan, Kauffman & Pullen, 1978).

13. Impact and Intervention of TBI (continued) • The brain injury may cause severe emotional problems. This can lead to social problems, which can make the injury all the worse to deal with. • The effects of the injury may cause the student’s behavior to be unpredictable, which can make it difficult for friends, family, and teachers to deal with. • Socially, since TBI is ‘invisible’, many don’t even realize that extent of the damage before it is too late. • (Hallahan, Kauffman & Pullen, 1978)

14. Impact and Intervention of Deaf-Blindness • Main problems will be with communication, orientation, and mobility. Both are needed for social interaction. • Teachers need to realize that these students will have an even more profound reliance on help for skills to be learned. • It is advised that teachers and family form structured routines to follow for the student to attempt to make things easier and more successful • (Hallahan, Kauffman & Pullen, 1978)

15. Impact, Intervention and Instruction of Deaf-Blindness (continued) • Family and friends are encouraged to find ways to interact with the individual as to ensure that they do not feel disconnected from them. • Hand-over-hand guidance, hand-under-hand guidance, adapted signs, and touch cues. • (Hallahan, Kauffman & Pullen, 1978)

16. Impact, Intervention, and Instuction of Orthopedic Impairment • Many students with orthopedic impairments have no issue other than neurological. Most of the impacts of learning are focused on accommodations for students ("Orthopedic impairments," 2008) • Main points for family, friends, and teachers are to be aware of the medical condition, and special physical arrangements may be needed in the home of at school. • Physical Therapists may need to become involved.

17. Reactions and Assessment • The IDEA requires those eligible fo special education assistance to be in the least restrictive environment (Cohen, 2009). • The closer they can be to what society deems a ‘normal life’, the better the chances of success are. • Family and friends should do their best to keep the student included socially.

18. Reactions and Assessments (continued) • Teachers will have the responsibility of making sure that the technology and other accommodations or available for the student. This best ensures that the curriculum can be taught effectively, albeit more slowly than the average student.

19. Materials and Methods • There are several materials that can be used- computers with varying ways to input information (typing, speaking, blinking); braile, special glasses, and hearing aids for sensory impaired individuals; equipment that can assist someone with orthopedic impairments, such as braces.

20. Different variations of input • Speech recognition, regular keyboards, ergonomic keyboards, larger keyboards, one handed keyboards, alternate layouts • Mouse, joystick, switch controlled directions. • ("Assistive technology," 2004)

21. Other Assistive Technology • Speech recognition, onscreen keyboards, rate enhancement features, speech output, word prediction, built-in writing tools, and ergonomic systems (chairs, tables, mounts, height adjustable equipment, supports, and rests) used in positioning. • ("Assistive technology," 2004)

22. Teaching Methods • Above all, adapt to each individual. • In general, prepare the class by familiarizing the peers with simulations of the disability. Adapt physical environment and materials used for instruction as well as evaluation. • ("Strategies for students," )

23. Specific Teaching Methods • Cerebral palsy- alternate communication • Spina Bifida- classroom space, storage space for crutches, etc. • Muscular Dystrophy- handled only by those with the best training • TBI- preventive role and safety lessons • Others- know how to handle seizures, asthma attacks, diabetes shocks, etc. • ("Strategies for students," )

24. Specific Teaching Methods (continued) • Autism- sign language, direct instruction, social stories, watch for signs of stress. • Severe and multiple disabilities- collaboration between family, therapists, and special educators proves to be most importantm as well as increasing awareness. • Sensory disabilities- adapt environment (open spaces, etc.) and USE TECHNOLOGY (hearing aids, captions, braile, canes, etc.) • ("Strategies for students," )

25. Helpful Programs • Person-centered plans putting the person in the center of their family • Natural supports in the environment • Having a job coach • And individualized education program (IEP) containing a transition plan • Developmentally appropriate practices (DEP), or educational methods for children of certain developmental levels • (Hallahan, Kauffman & Pullen, 1978)

26. Helpful Programs (cont.) • Sheltered workshops that provide structured environments • Competitive employment that provides minimum wage • (Hallahan, Kauffman & Pullen, 1978)

27. Early Intervention • Most cases are identified at birth or soon after and require extensive medical treatment. • Neonatal intensive care units (NICUs), the equivalent of ICUs for older people. • Value-based or family-based practices • (Hallahan, Kauffman & Pullen, 1978)

28. Transition • Sheltered workshops and competitive employment make it easier to get into the job field. • An emphasis on self-determination, pr being able to have control over one’s own life. • (Hallahan, Kauffman & Pullen, 1978)

29. Sources • Cohen, M. (2009). A guide to special education advocacy. (p. 145). Philadelphia, PA: Jessica Kingsley Publishers. • Curriculum access for students with low- incidence disabilities. (n.d.). Retrieved from http://aim.cast.org/learn/historyarchive/b ackgroundpapers/promise_of_udl/what_n eeds

30. Sources • Assistive technology. (2004). Retrieved from http://www.customtyping.com/tutorials/a t/assistive_technology.htm • Hallahan, D., Kauffman, J., & Pullen, P. (1978). Exceptional learners an introduction to special education. (11th ed., pp. 459-489). New York, NY: Pearson Education, Inc. • Low incidence disability. (n.d.). Retrieved from http://www.mhu.k12.ca.us/documents/Sp ecial_Ed/Low Incidence Disability.pdf

31. Sources • Mental retardation. (2005). Retrieved from http://www.ci.maryville.tn.us/mhs/MCSsp ed/mr.htm • Orthopedic impairments. (2008). Retrieved fromhttp://www.projectidealonline.org/or thopedicImpairments.php • Perry, R. (n.d.). Orthopedic impairment. Retrieved from http://www.ode.state.or.us/search/page/? =481

32. Sources • Rosenburg, M., & Edmond-Rosenburg, I. (1994). The special education sourcebook a teacher\. (p. 65, 95). USA: Woodbine House, Inc. • Strategies for students with low-incidence disabilities. (n.d.). Retrieved from https://sites.google.com/site/educ315porf olio/strategies-for-students-with-low- incidence-disabilities