"A combination of impairments (such as mental retardation-blindness, or mental retardation-physical disabilities) that causes such severe educational problems that the child cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness."-IDEA
Causes
Severe intellectual, physical, or multiple disabilities are caused by "prenatal biomedical factors, which include chromosomal abnormalities, genetic metabolic disorders, disorders of brain formation, and environmental influences. In addition, complications during and after birth can account for" them.
Severe intellectual, physical, or multiple disabilities are caused by "prenatal biomedical factors, which include chromosomal abnormalities, genetic metabolic disorders, disorders of brain formation, and environmental influences. In addition, complications during and after birth can account for" them.
Incidence
About 2.2% of students receiving special education were identified as having multiple disabilities.
About 2.2% of students receiving special education were identified as having multiple disabilities.
Resources
*http://www.projectidealonline.org/multipleDisabilities.php
http://www.familyconnect.org/parentsitehome.asp?SectionID=79
http://www.amib.net/
**http://nichcy.org/wp-content/uploads/docs/fs10.pdf
***http://www.tahperd.org/LINKS/links_pdfs/APE%20factsheets/Severe_Multiple_Disabilities.pdf
http://whqlibdoc.who.int/hq/1997/WHO_RHB_97.1_7.pdf
*http://www.projectidealonline.org/multipleDisabilities.php
http://www.familyconnect.org/parentsitehome.asp?SectionID=79
http://www.amib.net/
**http://nichcy.org/wp-content/uploads/docs/fs10.pdf
***http://www.tahperd.org/LINKS/links_pdfs/APE%20factsheets/Severe_Multiple_Disabilities.pdf
http://whqlibdoc.who.int/hq/1997/WHO_RHB_97.1_7.pdf
Teaching Strategies
One area of support that can be particularly effective for all involved is peer tutoring. Peer tutoring has been proven to have positive results for students with multiple disabilities in a number of separate research studies. However, care must be taken that the tutoring is not a one-way relationship, but is reciprocal. The student with multiple disabilities should also be able to provide something to the tutoring process, even if it is a simple social behavior. Some training on both sides will be necessary to make this a fruitful support system.*
In order to be effective, educational programs need to
incorporate a variety of components to meet the considerable needs of individuals with severe and/or multiple
disabilities. Programs should asseess needs in four major
areas: domestic, leisure/recreational, community, and
vocational. These assessments enable the
identification of functional objectives
(objectives which will result in the
learner’s increased skill and independence in dealing with the routine
activities of his/her life). Instruction
should include: Expression of choice;
communication; functional skill
development; and age-appropriate
social skills training**
Frequently, classroom arrangements must take into
consideration students’ needs for medications, special
diets, or special equipment. Adaptive aids and
equipment enable students to increase their range of
functioning. For example, in recent years computers
have become effective communication devices. Other
aids include: wheelchairs, typewriters, headsticks (head
gear), clamps, modified handles on cups and silverware,
and communication boards. Computerized communication equipment and specially built vocational
equipment also play important roles in adapting
working environments for people with serious
movement limitations.**
Beginning as early as the
elementary school years, communitybased instruction is an important
characteristic of educational programming. In order to increase the student’s
ability to generalize (transfer) skills to
appropriate situations, this type of instruction
takes place in the actual setting where the skills will be
used. As students grow older, increasing time is spent in
the community; high school students may spend as
much as 90 percent of their day there. Programs should
draw on existing adult services in the community,
including group homes, vocational programs, and
recreational settings.**
• Simplify, demonstrate, positively reinforce, and use multisensory approaches.
• Check often for skill retention. ***
One area of support that can be particularly effective for all involved is peer tutoring. Peer tutoring has been proven to have positive results for students with multiple disabilities in a number of separate research studies. However, care must be taken that the tutoring is not a one-way relationship, but is reciprocal. The student with multiple disabilities should also be able to provide something to the tutoring process, even if it is a simple social behavior. Some training on both sides will be necessary to make this a fruitful support system.*
In order to be effective, educational programs need to
incorporate a variety of components to meet the considerable needs of individuals with severe and/or multiple
disabilities. Programs should asseess needs in four major
areas: domestic, leisure/recreational, community, and
vocational. These assessments enable the
identification of functional objectives
(objectives which will result in the
learner’s increased skill and independence in dealing with the routine
activities of his/her life). Instruction
should include: Expression of choice;
communication; functional skill
development; and age-appropriate
social skills training**
Frequently, classroom arrangements must take into
consideration students’ needs for medications, special
diets, or special equipment. Adaptive aids and
equipment enable students to increase their range of
functioning. For example, in recent years computers
have become effective communication devices. Other
aids include: wheelchairs, typewriters, headsticks (head
gear), clamps, modified handles on cups and silverware,
and communication boards. Computerized communication equipment and specially built vocational
equipment also play important roles in adapting
working environments for people with serious
movement limitations.**
Beginning as early as the
elementary school years, communitybased instruction is an important
characteristic of educational programming. In order to increase the student’s
ability to generalize (transfer) skills to
appropriate situations, this type of instruction
takes place in the actual setting where the skills will be
used. As students grow older, increasing time is spent in
the community; high school students may spend as
much as 90 percent of their day there. Programs should
draw on existing adult services in the community,
including group homes, vocational programs, and
recreational settings.**
• Simplify, demonstrate, positively reinforce, and use multisensory approaches.
• Check often for skill retention. ***
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