Understanding Students with Severe and Multiple Disabilities Chapter 10.
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Transcript of Understanding Students with Severe and Multiple Disabilities Chapter 10.
Understanding Students with Severe and Multiple
Disabilities
Chapter 10
IDEA Definition
• Concomitant impairments (MR + Blindness, MR + orthopedic imp.)
• Combination causes severe impairment
• Does not include deaf-blindness
Prevalence
• 2003-2004 132,333 students ages 6-21
• 0.2 % of all students receiving special education
Characteristics
• Intellectual functioning: can vary greatly but most have significant impairments
• Adaptive skills: self care
• Motor development: sensorimotor impairments and abnormal muscle tone
• Sensory functioning: hearing and vision
• Communication skills
Causes
• Genetic: chromosomal disorders
• Developmental brain abnormalities
• Metabolism and neuro-degenerative disorders
• Complications during birth
Evaluations
• Apgar Rank heart rate, respiratory effort, muscle tone,
gag reflex, and skin color
• Neuro-behavioral assessments
• Brain imaging
• IQ
• Adaptive behavior scales
Assistive Technology
• Computers• Communications devices• Toys• Games• Self-care• http://www.enablemart.com/Catalog/Ablenet-Inc?
gclid=CKXDr-y_nJICFQlXxgod_QqV-A• http://www.enablemart.com/?gclid=CMzV_rrto5I
CFQIGxgodOUEUQQ• http://www.accesstr.com/
Evaluating for Assistive Technology
• SETT framework (see pg. 238)
• MAP’s process - multidisciplinary group (see pg. 238-239)
Educational Placements
• 12% in general education 80-100% of time
• 17% in general education 79-49% of time
• 46% in general education 0-39% of time
• 20% in separate facility
• 2% in residential facility
• 2% in home/hospital
Measuring Students’ Progress
• Curriculum-based measurement
• Portfolio-based assessment
• Observational methods Field observations Time sampling Absence seizures