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Judith Emerson

This document summarizes an advanced seminar on educating individuals with severe disabilities. It discusses definitions of disabilities, characteristics of individuals with severe disabilities, legislation and litigation that led to civil rights protections, components of effective educational programs, and models of service delivery. The agenda includes defining the population, discussing characteristics, rights, program standards, and effective program models.

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SPE 792 (633) Advanced Seminar in Severe and Low Incidence Disabilities Definitions, Descriptions, Characteristics, & Potential Historical Models of Service Delivery Philosophy and Best Practices for Educating Individuals with Severe Disabilities
Who we are & who we strive to be… If you think they are the same thing, I think you are wrong.
They are not always the same… Who I want to be… Who I am…
Our Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Our schedule…. ,[object Object],[object Object],[object Object],[object Object],[object Object]
Definitions What they are… Where they come from… What they mean…
IDEA Categories of Disability ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Which “count” as a severe disability?
Definitions - TASH ,[object Object]
Definitions - AAIDD ,[object Object]
IDEA Definition of MR ,[object Object]
MS Definition of “SCD” ,[object Object],[object Object]
MS Definition of “SCD” (continued) ,[object Object],[object Object]
Definitions - AAIDD ,[object Object]
Five Assumptions Essential to the Application of the AAIDD Definition ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ Old” Ways to Classify in AAMR (now AAIDD) using just “intelligence” ,[object Object],[object Object],[object Object],[object Object]
Significantly Sub average IQ ,[object Object]
What’s wrong with IQ? ,[object Object],[object Object],[object Object]
Adaptive Behavior Skills ,[object Object],[object Object],[object Object],[object Object],[object Object]
Adaptive Behavior Skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Adaptive Behavior Skills ,[object Object],[object Object],[object Object],[object Object]
Intensity of Supports - AAIDD ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Notice the discrepancy… ,[object Object],[object Object],[object Object]
Severe Disabilities ,[object Object],[object Object]
Multiple Disabilities ,[object Object],[object Object],13-2
Stop and Think… ,[object Object],[object Object],[object Object]
Causes ,[object Object],[object Object],[object Object],13-4
Causes ,[object Object],[object Object],13-4
Prevalence ,[object Object],[object Object],13-3
Prevalence ,[object Object],[object Object],[object Object]
Learning and Social Characteristics
We know that individuals with severe disabilities… ,[object Object],[object Object],[object Object],[object Object],Alper, S. (1996). An ecological approach to identifying curriculum content for inclusive settings. In Ryndak & Alper, Curriculum Content for Students with Moderate and Severe Disabilities in Inclusive Settings . Boston, MA: Allyn and Bacon.
Characteristics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],13-3
Other Learning Characteristics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Personal-Social Characteristics ,[object Object],[object Object],[object Object]
The U.S. Constitution, Legislation, and Litigation
What defines rights for individuals with disabilities? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Key Rights Issues Over Time ,[object Object],[object Object],[object Object],[object Object],[object Object]
Who Decides? ,[object Object],[object Object]
Civil Rights for ALL ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Civil Rights for ALL ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Civil Rights for ALL ,[object Object],[object Object],[object Object],[object Object],[object Object]
Key Litigation Leading to Landmark Legislation ,[object Object],[object Object],[object Object]
Key Litigation Leading to Landmark Legislation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Plessy v. Ferguson & Brown vs. BOE: Key Similarities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Key Litigation Leading to Landmark Legislation ,[object Object],[object Object],[object Object],[object Object]
Key Litigation Leading to Landmark Legislation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Key Litigation Leading to Landmark Legislation ,[object Object],[object Object],[object Object],[object Object],[object Object]
Civil Rights ,[object Object],[object Object]
Evolving Rights 1958 1965 1973 Section 504 of the Rehabilitation Act Bars discrimination Against the disabled and requires appropriate education The Elementary And Secondary Education Act Authorized federal aid to improve the education of disabled children The Education of Mentally Retarded Children Act Authorized funding to train teachers. 1975 1990 Education for All Handicapped Children Act Guarantees a FAPE. IDEA Americans with Disabilities Act ADA
How have litigation and legislation affected the education of individuals with disabilities? ,[object Object],[object Object],[object Object],[object Object]
The Developmental Disabilities Act ,[object Object],[object Object],[object Object],[object Object],[object Object]
The Developmental Disabilities Act: Title I ,[object Object],[object Object],[object Object],[object Object]
The Developmental Disabilities Act: Title II ,[object Object]
The Developmental Disabilities Act: Title III ,[object Object]
The Americans with Disabilities Act ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The ADA: Employment ,[object Object],[object Object],[object Object]
The ADA: Other Components ,[object Object],[object Object],[object Object],[object Object]
The Individuals with Disabilities Education Act ,[object Object],[object Object],[object Object],[object Object]
IDEA: Who is eligible? ,[object Object],[object Object],[object Object]
IDEA: Free, appropriate, public education (FAPE) ,[object Object],[object Object],[object Object],[object Object],[object Object]
IDEA: Protecting the Rights of Children & Families ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
IDEA: Protecting the Rights of Children & Families ,[object Object],[object Object],[object Object]
Section 504 of the Rehabilitation Act ,[object Object]
Section 504: Implications for Schools ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How has litigation affected educational services provided under IDEA? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Key Litigation: Due Process ,[object Object],[object Object],[object Object]
Key Litigation: Eligibility ,[object Object],[object Object],[object Object]
Key Litigation: Placement ,[object Object],[object Object],[object Object]
Key Litigation: Placement ,[object Object],[object Object],[object Object]
Key Litigation: FAPE ,[object Object],[object Object],[object Object]
Key Litigation: FAPE ,[object Object],[object Object],[object Object]
Key Litigation: FAPE ,[object Object],[object Object]
Key Litigation: FAPE ,[object Object],[object Object],[object Object],[object Object],[object Object]
Key Litigation: LRE/Inclusion ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Key Litigation: LRE/Inclusion ,[object Object],[object Object],[object Object]
Key Litigation: LRE/Inclusion ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What is in Place ,[object Object],[object Object],[object Object],[object Object]
What is in Place ,[object Object],[object Object]
What is not in Place ,[object Object],[object Object],[object Object]
Our Challenge ,[object Object],[object Object]
How does it fit together? ,[object Object],[object Object],[object Object]
 
Families should be empowered to be equal partners in the education process. Underlying Civil Rights Access to Courts and Legal Representation (due process) Free Association (Can’t be discriminated against because involved with child’s needs) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Evaluation of learning must focus on quality of life issues. Underlying Civil Rights Right to Services in the LRE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Underlying Civil Rights Free Appropriate Public Education (FAPE) Litigation Legislation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Appropriate education includes both education and support.
Individuals with significant disabilities have the same rights as typical citizens. Underlying Civil Rights Right to services in LRE, equal educational opportunities, equal employment opportunities, freedom from cruel/unusual punishment, equal protection/due process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
All students have the ability to learn. Underlying Civil Rights Right to Equal Educational Opportunities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Teachers should be lifelong learners; professional development is an ongoing process. Underlying Civil Rights Right to Freedom of Speech and Expression ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Teachers’ attitudes & actions affect opportunities for individuals with significant disabilities. Underlying Civil Rights Equal Educational Opportunity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Personnel must take a systems approach & assume multiple roles to be effective educators. Underlying Civil Rights Equal Educational Opportunity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Students should learn meaningful skills that have longitudinal value. Underlying Civil Rights Right to Equal Educational Opportunities Right to Services in the LRE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Special education reform efforts must be aligned with general education. Underlying Civil Rights Equal Educational Opportunity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Program Standards
CEC Standards (The Red Book) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
TASH Resolution on Inclusive Quality Education ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
TASH Resolution on Inclusive Quality Education ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
TASH Resolution on Inclusive Quality Education ,[object Object],[object Object],[object Object],[object Object],[object Object]
TASH Resolution on Inclusive Quality Education ,[object Object],[object Object],[object Object],[object Object]
TASH Resolution on Inclusive Quality Education ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Five Components of Effective Programs ,[object Object],[object Object],[object Object],[object Object],[object Object]
Community Presence ,[object Object],[object Object]
Community Participation ,[object Object],[object Object]
Dignity ,[object Object],[object Object]
Promoting Choice ,[object Object],[object Object]
Supporting Contributions ,[object Object],[object Object]
Models of Service Delivery
Models of Programming ,[object Object],[object Object],[object Object]
Medical Model ,[object Object],[object Object],[object Object]
Developmental Model ,[object Object],[object Object],[object Object]
Developmental Model (cont.) ,[object Object],[object Object]
Ecological Model: Advantages ,[object Object],[object Object],[object Object]
Ecological Model: Disadvantages ,[object Object],[object Object],[object Object]
Basis of the Ecological Approach? ,[object Object]
What are Domains? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Does it all fit?
Current Valued Practices ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
So….what am I doing?! ,[object Object],[object Object]
How it fits for YOU… SPE 792/633 Basic Principles, Intro to Assessment, Curriculum & Instruction SPE 643 Identifying and Designing Curricula and Programs SPE 645 Effective Instruction and Assessment SPE 688, 641, 600, 652, 691 Health/Medical, Transition, Research, Behavior, Communication Emphasis Area Practicum

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Spe 792 face to face class 1

  • 1. SPE 792 (633) Advanced Seminar in Severe and Low Incidence Disabilities Definitions, Descriptions, Characteristics, & Potential Historical Models of Service Delivery Philosophy and Best Practices for Educating Individuals with Severe Disabilities
  • 2. Who we are & who we strive to be… If you think they are the same thing, I think you are wrong.
  • 3. They are not always the same… Who I want to be… Who I am…
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  • 6. Definitions What they are… Where they come from… What they mean…
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  • 8. Which “count” as a severe disability?
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  • 31. Learning and Social Characteristics
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  • 36. The U.S. Constitution, Legislation, and Litigation
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  • 50. Evolving Rights 1958 1965 1973 Section 504 of the Rehabilitation Act Bars discrimination Against the disabled and requires appropriate education The Elementary And Secondary Education Act Authorized federal aid to improve the education of disabled children The Education of Mentally Retarded Children Act Authorized funding to train teachers. 1975 1990 Education for All Handicapped Children Act Guarantees a FAPE. IDEA Americans with Disabilities Act ADA
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  • 107. Models of Service Delivery
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  • 116. Does it all fit?
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  • 119. How it fits for YOU… SPE 792/633 Basic Principles, Intro to Assessment, Curriculum & Instruction SPE 643 Identifying and Designing Curricula and Programs SPE 645 Effective Instruction and Assessment SPE 688, 641, 600, 652, 691 Health/Medical, Transition, Research, Behavior, Communication Emphasis Area Practicum