This document discusses concepts related to educating students with severe disabilities. It defines severe disability as children who need highly specialized services to maximize their potential due to intense physical, mental, or emotional problems. Severe disability also refers to those who require ongoing support in major life activities to participate in the community. The document outlines areas of optimism and concern regarding the move toward inclusive education, including access to curriculum but uneven implementation. It identifies components of an appropriate education for students with severe disabilities, such as least restrictive environment, individualized supports, and multi-level instruction geared toward valued life outcomes. Components of effective instruction include individualization, meaningful outcomes, collaboration, and data-driven decisions.

1. ED775 Students with Severe
Disabilities
Class #2 (1/28/10)
Foundational Concepts and Practices
for Educating Students with Disabilities

2. Severe Disability:
• Children with severe disabilities refers to
children who, because of the intensity of their
physical, mental, or emotional problems,
need highly specialized education, social,
psychological, and medical services in order
to maximize their full potential for useful and
meaningful participation in society and for
self-fulfillment.
(IDEA Regulation 34 C.F.R., sec 315.4[d])

3. Severe Disability:
• Those who require ongoing support in one or
more major life activities in order to
participate in an integrated community and
enjoy a quality of life similar to that available
to all citizens. Support may be required for life
activities such as mobility, communication,
self-care, and learning as necessary for
community living, employment, and self-
sufficiency.
(TASH, Formerly The Association for Persons with
Severe Disabilities)

4. Disability Spread
• Generalizing disability characteristics, which
are oftentimes stereotypical traits, to specific
individuals.
• What are the consequences of disability
spread?

5. The Move Toward Inclusive
Education
• Areas of optimism:
– Access to the general education curriculum
– Alternate Assessment in statewide
accountability systems
– Transition to adult life
– Developing the ability for self-determination
through positive behavior support

6. The Move Toward Inclusive
Education
• Areas of continuing concern:
– Uneven/inconsistent access to inclusive
classrooms
– Questionable quality of curriculum and instruction
– Family frustration at lack of professional
responsiveness
– Challenging work conditions for special educators
– Limited post-school options

7. Appropriate Education
1. Least Restrictive Environment
2. Access to appropriate curriculum
3. Curricular “balancing act”
4. Effective instruction
5. Individually determined supports

8. Components of an appropriate
Curriculum
1. Individualized participation
• No accommodations
• Support accommodations
• Program accommodations
• Program and support accommodations

9. Components of an appropriate
Curriculum (cont.)
1. Multi-level instruction
2. Curriculum overlapping
3. Goals=valued life outcomes

10. Components of Effective
Instruction
1. Individualization
2. Meaningful learning outcomes
3. Collaboration of educational team
4. Motivating learning environment
5. Effective teaching methods
6. Sufficient/Consistent learning opportunities
7. Data-driven instructional decisions

11. Components of Effective
Individual Supports
1. Team-based decision making
2. Educational relevance and necessity