Chapter 12: Low Incidence Disabilities: Multiple Disabilities, Deaf-Blindess, TBI Flashcards
Multiple Disabilities Definition
-Concomitant impairments, the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments
Deafness-Blindness Definition
-Concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness
TBI Definition (2)
-An acquired injury to the brain caused by an external force, resulting in total or partial functional disability or psychosocial impairment, or both that adversely affects a child’s educational performance
-Applies to open or closed head injuries
Characteristic of Multiple Disabilities (5)
-Most students with severe disabilities
-Exhibit significant deficits in intellectual functioning (Slow acquisition of new skills)
-Have more than one disability
-Most students with profound disabilities are
nonambulatory, unresponsive to sensory stimuli, need round-the-clock support and care
-The one defining characteristic of students with the most significant disabilities is they exhibit significant and obvious deficits in multiple life-skill or developmental areas (need repeated individualized instruction and support)
Deaf-Blindness Characteristics (7)
-Many students who are deaf and blind exhibit some of the same characteristics as those with multiple and severe disabilities.
-More than 90% have one or more additional disabilities
-49% also have physical disabilities
-76% have cognitive impairments
-Cognitive abilities range from giftedness to profound intellectual disabilities
-59% have complex health care needs
-Many engage in self-stimulatory behavior
TBI Characteristics (2)
-Symptoms vary by severity of the injury, extent and site of injury, age of child at time of injury, and time passed since the injury.
-Three categories of impairments
Physical and Sensory Changes
Cognitive Impairments
Social, Behavioral, and Emotional Problems
Multiple Disabilities Causes (3)
-in most cases a brain disorder is involved
-some are born with chromosomal abnormalities
-may also develop later in life from head trauma from accidents, assaults, falls, or abuse.
TBI Causes (4)
-Accidents
-Falls
-Sports Accidents
-Shaken Baby Syndrome
Deaf-Blindness Causes
-Congenital or acquired causes
-genetic pattern of birth defects
-charge syndrome and usher syndrome
Functionality (2)
-Functional skills are immediately useful to a student. They are required in the student’s daily activities and valued by people in the settings where these activities occur.
-Dressing oneself, preparing a snack, riding a bus, purchasing items from vending machines, and responding appropriately to common sight words in community settings are functional skills for many students with severe disabilities.
Partial Participation (2)
-even though some individuals with severe disabilities cannot independently perform all steps of a given task or activity, they often can learn to perform selected components or an adapted version of the task.
-Partial participation helps learners be more active in a task, make more choices in how the task will be carried out, provide more control over the activity, and fulfill valuable roles in the classroom or community
Positive Behavior Support (7)
-Provide students with a choice of tasks or a task sequence
-Intersperse easy or high-probability tasks or requests with more difficult items or low-probability requests
-Teach children to respond to a call of their names and group calls (e.g., “everyone”)
-Maintain a rapid pace of instruction
-Use a response-prompting procedure that results in few errors
-Provide reinforcement on a fixed or variable schedule independent of behavior
-Provide access to leisure items, activities, and attention
