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A presentation on students with Multiple - Severe Disabilities

A presentation on students with Multiple - Severe Disabilities

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  • 1. MULTIPLE-SEVERE DISABILITIES By: Rowena P. Mendiola David T. Gofigan ED446 Dr. J. Cyrus December 4, 2008
  • 2. OBJECTIVES
    • Understand the definition of multiple-severe disabilities
    • Understand the characteristics of students with multiple-severe disabilities
    • Learn different teaching methods
  • 3. DEFINITION
    • Concomitant impairments (such as mental retardation-blindness, mental retardation-orthopedic impairment, etc), the combination of which causes such severe educational needs, that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.
  • 4. PREVALENCE / INCIDENCE
    • 132,333 students
    • between the ages of
    • 6-21
    • (0.23%)
    • 65 of 2301
    • total children with
    • multiple-severe
    • disabilities
    • (0.028%)
    • National
    • Local
  • 5. CHARACTERISTICS
    • Problems transferring learning from one situation to another, one setting to another, and one skill to another
    • Limited communication skills
    • Difficulties with memory
    • Need for services from many different related service providers
  • 6. CAUSES AND PREVENTIONS
    • Heredity
    • Problems during pregnancy
    • Problems at birth
    • Incidents after birth
    • Pregnancy visits to the doctor
    • Prenatal health care during pregnancy
    • Causes
    • Preventions
  • 7. ASSESSMENT
    • Early Identification
    • Pre-Referral
    • Identification
    • Evaluation
  • 8. EARLY INTERVENTION
    • Early intervention programs
    • Preschool Programs
    • Parents/Extended Family
    • Organized Preschool Programs
  • 9. CHALLENGES
    • Family and Social Life
    • Communication
    • Learning
    • Independent Living
    • Future
  • 10. ALTERNATIVE METHODS OF COMMUNICATION
    • Expressive communication
    • Receptive communication
    • Presymbolic or nonsymbolic communication
    • Symbolic communication
    • Augmentative and alternative communication
    • Sign language
    • Symbol systems
    • Communication boards or books
  • 11. TEACHING TIPS
    • Clearly specify and consistently apply classroom rules and expectations.
    • Build skills in functional living
    • Use instructional tactics
    • Assistance from paraprofessionals
    • Multi-Sensory
    • Strategies
    • Apply Technology
    • Apply Modifications to Lesson
    • Resources
  • 12. TIPS FOR PARENTS
    • Patience
    • Understanding
    • Educate
    • Connect
    • Be open
    • Communication
    • Resources
    • Supportive
    • Optimistic
    • Keep things in perspective
    • Support Groups
    • Knowledgeable
    • Actively participate
    • Advocacy
  • 13. BE AN ANGEL
    • Nonprofit organization founded in 1986
    • Mission: To improve the quality of life for children with multiple disabilities or profound deafness.
    • Vision: To use all available means to help create a world where every child that is multiple handicapped or profoundly deaf has the opportunity to experience improvements in the quality of life, in order to facilitate that child’s ability to grow physically and emotionally to the full extent of their individual capacity.
    • Nonprofit organization founded in 1986
    • Mission: To improve the quality of life for children with multiple disabilities or profound deafness.
    • Vision: To use all available means to help create a world where every child that is multiple handicapped or profoundly deaf has the opportunity to experience improvements in the quality of life, in order to facilitate that child’s ability to grow physically and emotionally to the full extent of their individual capacity.
    • http://www.beanangel.org/index.html
  • 14. TRANSITION
    • Community Presence
    • College Participation
  • 15. COLLABORATION
    • Communication and collaboration among different teachers (general educators, special education teachers, paraprofessionals), as well as multidisciplinary team members representing different related services.
      • Professional
      • Students without disabilities
      • Job Coach
      • Citizens in the community
  • 16. PARTNERSHIPS WITH FAMILIES & COMMUNITIES
    • Community
    • Services and programs
  • 17. TECHNOLOGY
    • Classroom Suite
    • Intellikeys Keyboard
    • Mayer-John’s Boardmaker
    • AbleNet’s Switch
    • Adaptivation
    • Attainment Co.
    • Judy Lynn Software
    • Maxiaids
    • Widgit (Writing With Symbols)
    • Communication board
    • Communication books
    • Recorded speech devices
    • Clicker 4
    • Enabling Devices, Toys For Special Chidren
  • 18. VIDEO CLIPS
    • TEAMability Commercial
    • http://www.youtube.com/watch?v=GwNkyBMrXmo
    • A Multiple-Disabled Child
    • http://www.youtube.com/watch?v=NL3C4D4yK3w
  • 19. REFERENCES
    • Introduction to Special Education: Making A Difference. Deborah Deutsch Smith; 6 th Edition, 2007.
    • YouTube.com
    • Agape-Biblia. (No date). Multiple Disabilities retrieved October 3, 2008. http://www.agape-biblia.org/plugins/pract-ministries/Lect106.htm
    • NICHY. (No date). Multiple Disabilities retrieved October 1, 2008
    • from http://www.nichcy.org/Disabilities/Specific/Pages /SevereandorMultipleDisabilities.aspx
    • Alternative Methods of Communication
    • http://www.familyconnect.org/parentsite.asp?SectionID=79&TopicID=368&DocumentID=4056
  • 20. THOUGHT PROVOKING QUESTIONS
    • Are there any available programs for students with multiple disabilities on Guam?
    • How effective is GPSS in addressing transitions of students with multiple disabilities into the community after high school?
    • How effective is GPSS curriculum for students with multiple disabilities being used in the classroom?