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Children With Severe Disabilities

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Meghan McGinty

on 25 February 2015

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Transcript of Children With Severe Disabilities

Children With Severe Disabilities
What is a Severe Disability?
The Federal Government describes a severe disability as an individual with an IQ score of less than 40 and a manifestation of deficits in adaptive behavior, with both areas of deficit originating in the developmental period.
What Is a Profound Disability?
The Federal Government describes a profound disability as an individual with an IQ score of less than 20 and a manifestation of deficits in adaptive behavior, with both areas of deficit originating in the developmental period.
Prevalence
The estimated range of children with severe disabilities is .5 to 2 percent of the population.
Causes of Severe Disabilities
Genetic syndromes
Down syndrome
Klinefelters
Turners
Physical Trauma
Trauma to the head or child abuse.
Disease
Meningitis

As teachers is it important to become familiar with the characteristics of these conditions to avoid exposing your students to injury or health risks during activities or play.
Development
Cognitive Development
Children with severe disabilities may not understand such things as the correlation between their cry and getting their mother's attention.

Physical Development
Children born with severe disabilities are typically low in weight and height. They also experience significant delays in development.

Language Development
Most children with severe disabilities will experience limited spontaneous oral language and others will have little to no oral language. They will typically use actions to explain their thoughts.

Social and Emotional
The development of social and emotional skills will range drastically between children depending on their disability.
How Can I Help My Student?
There are two types of support you can use to help your students, formal and natural.

Formal support is what society provides as their responsibility and efforts to create quality life experiences for people with disabilities. This is provided by organizations and agencies that offer protection, resources, and assistance.

Natural support is more individualized and helps create a foundation for changes in the formal support system. Natural support can come from family and friends.
Teaching Strategies
Provide your students with a voice
Teach self-determination
Focus on what your student can do, not what they struggle with.
Normalization

Normalization - making sure people live lives that are as "normal as possible".
When is comes to teaching lfe skills it is important to consider the child's age and ability level when deciding what skills to teach them.

Partial Participation - enabling the student to perform parts of the skill or task
Sometimes partial participation is the best solution to help a student's self confidence and decrease frustration.
Inclusion
Inclusion - the incorporation of all individuals in to the mainstream of society

Students are more likely to develop higher levels of functioning if they have the opportunity to interact with their non-disabled peers.
Every student has the right to access the opportunities the community has to offer.
Inclusion is crucial in order to achieve full or partial independence.
Curriculum
Your curriculum will be different from thw general ed curriculum when you have a student that is being mainstreamed. Most curriculum will include more focus teaching life skills or knowledge to help your student achieve their life goals.
Environmental Curriculum
Environmental inventory - visiting the setting which the student has to function
You can create a list of skills the average individual needs then compare it to the skills of your student and then use it as a source for your instruction

Community based instruction - conducting learning experiences in community settings.

Quality of Life
The most important part of teaching students with any level of disability or without is what you can teach them so they can function without you. Ensuring that you teach them life skills that will improve the quality of their life and participate individually in the experiences of life.
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