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Development & Education Issues of Children with Severe & Profound Intellectual Disability

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angie maxwell

on 18 March 2013

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Transcript of Development & Education Issues of Children with Severe & Profound Intellectual Disability

Development & Education Issues of Children with Severe & Profound Intellectual Disability Angelia Maxwell
Grand Canyon University
SPE-351 Characteristics of Intellectual Disability and Strategies to Teach Individuals with ID
Professor Tammy Hebert
March 16, 2013 Development & Education Issues of Children with severe and Profound Intellectual Disabilities Professional and parental interventions
Information for students with severe and profound ID
Challenges parents face in daily life
Issues in teaching students with severe and profound ID
Curriculum planning and IEP development for students with severe and profound ID
Educational outcomes for students with severe and profound ID
Educational interventions that are most appropriate for students with severe and profound ID
Parental questions and answers regarding students with severe and profound ID Professional & Parental Interventions Professional Intervention Life Skills
Individualized Education Plan (IEP)
Speech, Physical Therapy, Occupational Therapy
Applied Behavioral Analysis
Professional & Parental Interventions for students with ID Professional Intervention Con't. Advocacy
Adaptive Behavior Skills
Cues and Techniques Welcome Parents After School Tutoring
Assistive Technology
Testing Accommodations
Read 180
E 20-20
H.A.V.E.N. Professional & Parental Interventions Parental Intervention Information for Students with Severe and Profound ID Challenges Parents May Face Daily Concerns for Teaching Students with Severe and Profound ID Curriculum Planning and IEP Development for Students with Severe and Profound ID Educational Outcomes for Students with Severe and Profound ID Prediction of Questions for Discussion for Students with Severe and Profound ID Answers to Questions that Parents May Have Regarding Their Child With ID References Welcome Parents, the presentation offers information about the development
and educational issues of children with severe and profound intellectual disabilities (ID). This prezi will also addresses concerns, and will answer questions regarding physical, language, cognitive, and psychosocial development of children with severe and profound ID. The presentation will focus primarily on eight defining topics. Professional intervention allows the special educator to work as a liaison between the parents and educational support to continue progress for the child with ID throughout their high school experience.
•Life skills provides additional class time during the students regular day to receive teacher support for various needs throughout the day.
•Individualized Education Plan (IEP) provides the accommodations, modifications, goals, and objective that the IEP team members, including the parents agree upon to meet the education needs of the child with ID.
• Speech services provide the educational support for meeting the needs of a student who may a deficit in communication skills.
•Physical Therapy gives assistance to the student who may have difficulty with mobility, which can be a part of the development of the child with ID.
•Common occupational therapy interventions provide the student support in progressing adaptive behavior skills, mobility, learn balance, and improve upon self-care.
•Applied behavior analysis includes the intervention of reinforcing important and appropriate behavior skills and reducing undesirable behaviors. Professional intervention also functions with more than the familiar classroom academia including other classifications of students with ID (Georgia Department of Education: Special Education Services and Supports).
• After school, tutoring services whereas special educators may continue their educational services after a regular day or tutoring services may be funded through various grant programs to encourage additional learning.
• Assisted Technology (AT) provides a lifeline for students with disabilities who face barriers to learning. AT is a tool that helps students with ID do things more quickly, ease and independence.
• Testing accommodations gives students with ID the opportunity to test in an area that is more conducive to their needs. It also provides the option of read to or small group as written in the IEP.
• Read 180, a remedial reading program that allows students to read at grade level. It is divided into three parts for instructional support they are computer, small group, and individual reading.
• Education 20-20 is an all web based credit recovery program that allows students to retake failed academic classes that they will need for graduation.
• H.A.V.E.N. Academy is a comprehensive special education support service that is part of the Georgia Network of Educational and Therapeutic Support (GNETS) services (Georgia Department of Education: Special Education Services and Supports). Students fair well with parental advocacy to give them a supporting voice inside and outside of the home. Strong communication skills are important for keeping the channels open as both the parent and child understand and cope with the challenges of personal concerns regarding individuals with ID. Supportive home environments encourage adaptive behavior skills as the child develops real life skills such as socialization, hygiene, safety, cleaning, and limited personal responsibilities. Students can be taught to use cues and techniques for learning that can strengthen the motivation that helps them reach obtainable goals (Parent to Parent of Georgia). Dependency
Inner Harbour
Special Olympics
Parent Workshops Offering advice or information for students with ID can help them overcome limited understanding and provide a feeling of independence. There are facilities and programs such as Inner Harbour, a private, non-profit facility that supports children who are emotionally disturbed, which may be directly related to ID. The facility provides intensive in-home treatment, mentors, residential treatment, and transitional living. Another support program is Special Olympics (Special Olympics Georgia), which offers athletes the opportunity to socialize and be active in one’s community as they participate in athletic events which have been modified to meet the needs of the child or adult with ID. Parent workshops are available, such as the Transitional Expo and Parent-to-Parent of Georgia, that supports and encourages families of children with disabilities and also for those who are transitioning on to life skills after graduation (Parent to Parent of Georgia). Denial
Financial Needs
Long-term Care Parents of children with severe and profound ID usually experience a sense of denial in the beginning of the child's life. After accepting and acknowledging that their child is different they begin to feel guilty, as though they could have done something different. The sooner that families accept the differences, they will be able to move forward with the behaviors and impulses that their child will experience. Parents need to set reasonable expectations for their child, and within the limits of their capabilities. Providing a stable home and a comfortable life-style may require unexpected financial difficulties (Thomas, G. E., 1996). There are services within the community and state assistance that may be of great interest to learn about. It may seem difficult for parents to prepare for long-term care, however it may be one of the most important decisions that parents will ever make (Whitaker, B., nd). Attendance
Health care
Teaching Strategies
Meeting Individualized Needs
Cognitive Ability
Diversity Special educators have the responsibility of informing parents of students with ID, how much the importance of attendance is to their education. Understanding that health-care concerns are a way of life for the student with severe and profound disabilities impacts all aspects of their lives. Teaching strategies is an important fact that the educator is meeting all required elements of the IEP goals and objectives while also meeting the individualized and personal needs of his or her students. Most adaptive skills are learned within the home, however in some instances it may be the instructors responsibility to continue the learning at school. If a student does not have moderate cognitive abilities, if may be unlikely for the student to progress outside of his or her abilities. A classroom of students with severe and profound exceptionalities may usher in many diversities and with that, the instructor may encounter many new traditions from the students within the class. He or she most likely will need to adapt to different teaching strategies that will meet the needs or all students. DPE/IEP Planning
Goal Instruction Analysis
Educating Functional Skills
Age Appropriate Curriculum
Life Goal Curriculum Planning
State and Federally Regulated Guidelines 1) Children with disabilities may not have visible signs or symptoms at first, but will begin developing different physically and mentally. All individuals develop and learn at a different pace, try not to rely on comparison but seek professional advice from a physician. Before the onset of adulthood, the individual has reached a plateau of intellectual learning. However, an adult with ID may have the capability to learn new techniques in order to provide a service, work at a job, or fulfill personal responsibilities. If the child has severe or profound disabilities, they will continue to need personal care, communication, and community services to satisfy their needs.
2) The difference is based on the score of IQ tests performed on the student. Moderate IQ scores range between 35 and 50. Severe/profound IQ scores are defined as below 35. They will recognize familiar people and will rely on lifelong care. Communication skills will not improve, they will continue to rely on hand gestures, facial expressions, and body language (Stanberry, K., nd).
3) Children diagnosed with severe/profound ID will not be able to live alone. However, they may resign to live in a group home,or assisted living home with constant care if aging parents can no longer care for them.
4) There are state government laws regarding financial trusts that are designated for children with special needs. Obtaining a financial planner or attorney should provide the best direction as to which trusts operate in the residing state. A long-term savings plan is important to have set up beginning at the age of 4, 5, or 6 years. Be cautious as to not push the child's asset over the eligibility limit for receiving government funds, such as Medicaid and/or Social Security Insurance (Whitaker, B., nd).
5) A transitional plan is the section of the IEP that describes transition goals for the student after high school graduation. The plan is designed and written around the strengths, weaknesses, skills, and interests of the student. The transition planning can begin for the student once they have turned 16 years old. By law the transitions goals must be written in the student's IEP and report the progress to the parent as to them meeting their goals and objectives. The goals should be tailored to fit the needs of the child while giving him/her options to plan for their future (Stanberry, K., nd). 1) What should I expect as to how my child's disability will affect him or her as an adult?
2)What is the difference between severe & profound ID and mild/moderate ID?
3)Will my child ever be able to live independently?
4) What should I (parent) do to prepare my for my child in regards to long-term care when we (the parents) are deceased?
5) What is transitioning and what should I do to be prepared? Educational Interventions Most Appropriate for Students with Severe and Profound ID Instructional Engagement
Peer Socialization
Peer Tutoring
Performs Independent Life Skills
Job Readiness
Proper Transitional Placement Engaging students in the classroom to instruction may use strategies that apply only to that body of students. A highly qualified special educator will have that ability. It is important for the educator to engage students in socializing situations with their peers one such way is to have instructional peer tutoring. As high school special educators prepare graduating students, they should have the students performing (independent) life skills. Safety, hygiene, money management (when applicable), and other personal responsibilities. Some high schools offer classes that place students on job sites that aids them in job readiness skills. Such skills are helpful before they are placed with job coaches as the adult with ID prepares for limited employment. A special educator and the IEP team members will work together before graduation the student's senior year to make plans for his or her transitional placement strategy. Will your child continue to live with you (the parents) or will they move into a group home or try assisted living? Special educators jobs do not begin and end at the white board, they are part of the student's structured plan even after graduation. It is the special educators responsibility to communicate with the parents or student one month, and again one year after graduation to document what progress the student has made. There are many students with many different exceptionalities and special educators must be able to teach the necessary curriculum to meet the needs of the students within his or her classroom. Many questions will arise during the lifetime of one's child with intellectual disabilities. Some will be answered and some will not have an answer. Children with exceptionalities are amazing individuals and will love unconditionally. Try not traumatize over the simple things, but work to help your child be the best person that they can be. Diagnosis, prescription, and evaluation (DPE) teaching methods provide the flexibility of the skills and concepts that the student with MR will learn best, in conjunction with the IEP, the plans will formulate the process which is best suited for the student (Thomas, G., 1996). Goal instruction analysis (GIA) analyzes the data and progress of the student that has been involved in activities, use of materials, assessments, and periods of time are all part of the process of instruction for the student with MR (Thomas, G., 1996). Educating a child with MR with curriculum that is age appropriate has its challenges, especially as the child becomes a teenager. The materiel that is available does not always meet the standards of the student's age. Teaching functional skills would work better for the student who is capable of participating in a job related program, as well as functional reading and mathematics. Life goal curriculum is moreover presented through the students transitional plans addressing the items with parents that the student will need such as providing long-term care, assisted living, and suggesting that parents develop a will. Assessments are an ongoing process throughout the school term for the student with MR, collecting data and analyzing the results will chart the progress or the decline of the student. State and Federally regulated guidelines includes Georgia Performance Standards, IEPs, Transition Plans, Social Security income, age requirements for remaining in school, and financial aid for those who may attend college. Small group instruction
Adaptive skills
Available Manipulatives
Technology Support
Teaching to a small group will serve students with MR more appropriately, due to their many academic and personal needs. Repeated instruction and reiterating the use of adaptive skills will help the student to reinforce the long and/or short term memory skills necessary for personal progress. A student may need to use manipulatives for solving problems and also technology support with communication devices to correspond with others. Georgia Department of Education: Special Education Services and Supports. Retrieved:
March 16, 2013 from

Parent to Parent of Georgia. Retrieved:
March 16, 2013 from http://www.p2pga.org /

Special Olympics Georgia. Retrieved:
March 16, 2013 from http://www.specialolympicsga.org/

Stanberry, K., Transition Planning for Students With IEPs. (nd) Great Schools. Retrieved:
March 16, 2013 from

Thomas, G. E. (1996). Teaching students with mental retardation: A life goal curriculum and planning
approach. Upper Saddle River, NJ: Merrill/Prentice. Retreived:
March 17, 2013

Whitaker, B., (nd). A Plan for Parents of Disabled Children Building the Road to Long-Term Care.
Special Needs Financial Planning. Retrieved:
March 16, 2013 from http://www.specialneedsplanning.com/plan-for-parents-of-disabled-children/

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