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Multiple Disabilities - Educational Implications
Early intervention programs, preschool and educational
programs with the appropriate support services are important to children
with severe disabilities. Educators, physical therapists, occupational
therapists, and speech-language pathologists are all members of the team
that may provide services, along with others, as needed for each individual.
Assistive technology, such as computers and augmentative/alternative communication
devices and techniques, may provide valuable instructional assistance
in the educational programs for students with severe/multiple disabilities.
In order to effectively address the considerable needs of individuals
with severe and/or multiple disabilities, educational programs need to
incorporate a variety of components, including language development, social
skill development, functional skill development (i.e., self-help skills),
and vocational skill development. Related services are of great importance,
and the appropriate therapists (such as speech and language, occupational,
physical, behavioral and recreational therapists) need to work closely
with classroom teachers and parents. Best practices indicate that related
services are best offered during the natural routine of the school and
community, rather than by removing the student from class for isolated
therapy.
Classroom arrangements must take into consideration students' needs for
medications, special diets, or special equipment. Adaptive aids and equipment
enable students to increase their range of functioning. The use of computers,
augmentative/alternative communication systems, communication boards,
head sticks, and adaptive switches are some of the technological advances
which enable students with severe disabilities to participate more fully
in integrated settings.
Integration/inclusion with nondisabled peers is another important component
of the educational setting. Research is showing that attending the same
school and participating in the same activities as their nondisabled peers
is crucial to the development of social skills and friendships for children
and youth with severe disabilities. Traditionally, children with severe
disabilities have been educated in center-based, segregated schools. However,
recently many schools are effectively and successfully educating children
with severe disabilities in their neighborhood school within the regular
classroom, making sure that appropriate support services and curriculum
modifications are available. The benefits to inclusion are being seen
to benefit not only those with disabilities but also their nondisabled
peers and the professionals who work with them.
Schools are addressing the needs of students in several ways, generally
involving a team approach. Modifications to the regular curriculum require
collaboration on the part of the special educator, the regular educator,
and other specialists involved in the student's program. Community-based
instruction is also an important characteristic of educational programming,
particularly as students grow older and where increasing time is spent
in the community. School to work transition planning and working toward
job placement in integrated, competitive settings are important to a student's
success and the long-range quality of his or her life.
In light of the current Vocational Rehabilitation Act and the practice
of supported employment, schools are now using school-to-work transition
planning and working toward job placement in integrated, competitive settings
rather than sheltered employment and day activity centers.
Adapted from information
published by the National Information Center for Children and Youth with Disabilities
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