Monday, November 26, 2012

Multiple Disability


October 16, 2012

 

 
 
“It should be noted however, that these
students can also have average or even above-average intelligence”

Resources:
 
United Cerebral Palsy Association – www.ucp.org
 
Utah Center for Assistive Technology – ucat.usor.utah.gov
 
Assistiveware – www.assistiveware.com
 
 
National Dissemination Center for Children with Disabilities http://nichcy.org/disability/specific/multiple
 

Multiple Disabilities

Encompasses a combination of conditions that may impact a student’s ability to learn and achieve success in an academic setting. 
o   Students with severe disabilities are typically included under this terminology.
o   This disability category includes those students with the most severe physical, cognitive, and communicative impairments. 
o   The common connection isn’t that they have two or more co-existing impairments, but that they generally need extensive support across any number of skill areas
 

Characteristics - Six Categories that impact their learning:
Intellectual functioning-  Most have severe impairments
 
Adaptive skills-  Especially self-care and social skills
Programs should include self-care and self-advocacy components (essential for their inclusion in the community)

Motor development- Significant delays in fine and gross motor skills
Physical Therapy w/ orthopedic supports to improve deficits in motor
Sensory impairments- Hearing and visual impairments are common
Having a clear understanding of their sensory impairments will
help develop appropriate instructional programs.
Health care needs- Medical procedures, medical aids, medications
Communication skills- Challenges requiring augmentative and alternative communication

 

Teaching Strategies:

 


Planning process: a multidisciplinary process (parents, teachers, physical therapist, assistive technology teachers, and any additional support staff).
 
Determining the students strengths and desires
 
Determine what Resources and support will be needed
 
Develop an IEP
 
Integrate students with multiple disabilities with other peers.  Part of the
learning process is social development.

Peer tutoring – Must be reciprocal.  Student with MD should be able to provide something to the tutoring process, even if it is simply social behavior.
 
Assistive technology – is an effective tool for students with MD in overcoming functional and communicative limitations.
 
Augmentative and Alternative Communication –is any
instructional device, technique, or system that serves to support and bolster communication

GOAL: AAC devices allow students with MD to share countless emotional and social benefits that can come from a reciprocal interaction with another person.
 
Tangible and tactile symbol systems:
Choice boards
Object prompts & symbols
Physical modeling & prompting
Computer or microswitch technology

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