1. Read the Chapter in the textbook.
2. Review the Essential Concepts below.
3. Answer and submit the Chapter Outline and Objectives
Remember to include the assignment or question statement before you write your answer.
Essential Concepts
Often students with severe disabilities need instruction in many basic skills that most children acquire without instruction. However, it is well documented that these students can learn, do learn, and with appropriate teaching and support, lead productive lives.
Today a philosophy of inclusion promotes the integration of individuals with severe disabilities into the mainstream of society. This trend is significantly different from the philosophy that promoted institutionalization from infancy.
No universally accepted definition of severe disabilities exists, and this lack of a precise definition makes prevalence estimates difficult. Although no single set of behaviors is common to all individuals with severe disabilities, this population is often characterized by severe deficits in communication skills, physical and motor development, self-help skills and by excesses of maladaptive or inappropriate behavior.
The causes of severe disabilities are often traced to biological influences that result in brain damage. Chromosomal abnormalities, genetic disorders, complications during pregnancy or the birthing process, as well as head trauma and disease later in life can all cause severe disabilities. The specific cause of many severely disabling conditions, however, is not known.
Educational programming for students with severe disabilities has changed dramatically from the not-so-distant past when automatic institutionalization and little or no instruction or training were the norm. Today, least restrictive educational placements are mandated, and the trend is toward educating students with severe disabilities in regular school settings.
Individuals with severe disabilities present many challenges to the field of special education, but these challenges should not be viewed as burdens. Most of us do our best work when faced with challenges that demand our best. Educating students with severe disabilities is a dynamic, changing area of special education and one that influences the direction of the field as a whole. The opportunity to work with individuals with severe disabilities can provide tremendous personal and professional rewards.
Chapter Outline and Objectives
SEVERE AND MULITPLE DISABILITIES
1. Define severe disability.
2. Define profound disability.
3. Define multiple disability.
4. List the common characteristics of students with severe, profound, and multiple disabilities.
DEAF-BLINDNESS
1. Define deaf-blindness.
CHARACTERISTICS OF STUDENTS WITH SEVERE AND MULTIPLE DISABILITIES
1. List the seven most common characteristics of students with severe and multiple disabilities.
PREVALENCE OF SEVERE AND MULTIPLE DISABILITIES
1. List the justification for calling severe and multiple disabilities low incidence disabilities.
CAUSES OF SEVERE AND MULTIPLE DISABILITIES
1. List the probable causes of some types of severe disabilities.
TRAUMATIC BRAIN INJURY
1. List the key components of the federal definition of traumatic brain injury.
2. List the types and causes of brain injuries.
3. Describe the characteristics and educational needs of children with brain injury.
EDUCATIONAL APPROACHES
1. List the 3 questions that must be answered when considering curriculum.
2. List the major curriculum areas.
3. Identify and provide examples of effective instructional methods.
4. List the components of functional assessment.
5. Discuss the benefits to teaching students with severe disabilities in the local school.
THE CHALLENGES AND REWARDS OF TEACHING STUDENTS WITH SEVERE DISABILITES
1. Discuss the challenges and reward of teaching students with severe disabilities.