Multiple Disabilities - Instructional Strategies
Strategies for Teachers
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, behavioural 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 neighbourhood 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 (in the U.S.) 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.
(http://www.kidsource.com/NICHCY/severe_disable.html)
http://nichcy.org/multiple-disabilities-in-your-classroom
Tips for Teachers
Know the needs, play to the strengths. Each student with multiple disabilities will have his or her own set of skills, strengths, and learning needs. Learning more about each disability of the student will be helpful in addressing those learning needs. Also find out more about the student’s strengths and interests, enthusiasms, and preferences. These can be used to motivate the student and enrich the education he or she receives. Parents are a great source of this information. So is the student!
Be familiar with the student’s IEP. If you have a student with multiple disabilities in your class, chances are that he or she has an individualized education program (IEP). The IEP will spell out the educational and functional goals to be worked on. You may have been part of the team that developed the IEP. If not, it’s important to be familiar with what the student’s IEP requires. Ask for a copy. Consult with administrators and other teachers, as needed, to make sure that the supports and services listed in the IEP are provided.
Make modifications. Students with multiple disabilities often need substantial modifications and accommodations in the classroom. This will help them access the general education curriculum at a grade-appropriate level. Find out about accommodations at:
http://nichcy.org/schoolage/accommodations
Let the IEP team know what program supports or modifications you need. The student’s IEP can include program modifications and supports for school personnel. Read more about this at:
http://nichcy.org/schoolage/iep/iepcontents/modifications-personnel
Allow partial participation, as necessary. Partial participation means that students with multiple disabilities aren’t excluded from activities because they might not be able to complete a task fully or independently. Modifications can be made to the task itself or to how students participate.
Consider assistive technology (AT). AT is appropriate, even essential, for many students with multiple disabilities. Without AT, there may be many tasks they simply cannot perform or will have difficulty performing. Computers, augmentative/alternative communication systems, and communication boards are just some examples of helpful AT. Visit the Family Center on Technology and Disability to learn more about which AT devices may be useful to a given student:
http://www.fctd.info
Does the student need textbooks in another format? IDEA requires that students with print disabilities be provided with accessible instructional materials. There are many disabilities that affect a student’s ability to use print materials; does your student have one such disability? If so, visit the National AIM Center, to learn where and how to get textbooks and workbooks that your student will be able to use: http://aim.cast.org/
Practice and reinforce. Does your student’s disabilities affect his or her intellectual functioning? If so, he or she will be slower to learn new things and will have difficulty applying that learning in new situations. Be concrete; give lots of hands-on opportunities for learning and practice. Give feedback immediately. Repeat the learning task in different settings.
Support related services in the classroom. Depending on the student’s disabilities, he or she may need related services to benefit from special education. Related services may include speech-language therapy, occupational therapy, physical therapy, or orientation and mobility services. It’s best practice to provide these services in the classroom during the natural routine of the school, although some may be provided in other settings. Work with the related services personnel, as appropriate. Learn more about the related services your student receives or may need at:
http://nichcy.org/schoolage/iep/iepcontents/relatedservices/
Address behavior issues. Behavior can be affected by having disabilities, especially a combination of disabilities. If a student’s behavior is affecting his or her learning or the learning of others, IDEA requires that behavior be addressed in the IEP. Is this a problem area for your student? Learn what the law requires and effective strategies for addressing behavior issues in our Behavior Suite:
http://nichcy.org/schoolage/behavior
A paraprofessional in your classroom? Some students with multiple disabilities will require the support of an aide or paraprofessional. If this is so for your student, it helps to know about working with paraprofessionals. NICHCY offers a Para page, which paraprofessionals may also find useful, at:
http://nichcy.org/schools-administrators/paras
Encourage the student’s independence. It’s natural to want to help a student who’s struggling to do a task single-handedly, especially when you know there’s a disability involved. But it’s important for the child to develop the skills it takes to live as independently as possible, now and in the future.
When the time comes, support transition planning. IDEA requires that IEP teams and students plan ahead for the student’s transition from school to the adult world. There’s a lot to know about transition planning. When the time comes for the student to begin planning, have a look at our Transition Suite:
http://nichcy.org/schoolage/transitionadult
http://nichcy.org/multiple-disabilities-in-your-classroom
Strategies for Parents
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, behavioural 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 neighbourhood 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 (in the U.S.) 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.
(http://www.kidsource.com/NICHCY/severe_disable.html)
http://nichcy.org/multiple-disabilities-in-your-classroom
Tips for Teachers
Know the needs, play to the strengths. Each student with multiple disabilities will have his or her own set of skills, strengths, and learning needs. Learning more about each disability of the student will be helpful in addressing those learning needs. Also find out more about the student’s strengths and interests, enthusiasms, and preferences. These can be used to motivate the student and enrich the education he or she receives. Parents are a great source of this information. So is the student!
Be familiar with the student’s IEP. If you have a student with multiple disabilities in your class, chances are that he or she has an individualized education program (IEP). The IEP will spell out the educational and functional goals to be worked on. You may have been part of the team that developed the IEP. If not, it’s important to be familiar with what the student’s IEP requires. Ask for a copy. Consult with administrators and other teachers, as needed, to make sure that the supports and services listed in the IEP are provided.
Make modifications. Students with multiple disabilities often need substantial modifications and accommodations in the classroom. This will help them access the general education curriculum at a grade-appropriate level. Find out about accommodations at:
http://nichcy.org/schoolage/accommodations
Let the IEP team know what program supports or modifications you need. The student’s IEP can include program modifications and supports for school personnel. Read more about this at:
http://nichcy.org/schoolage/iep/iepcontents/modifications-personnel
Allow partial participation, as necessary. Partial participation means that students with multiple disabilities aren’t excluded from activities because they might not be able to complete a task fully or independently. Modifications can be made to the task itself or to how students participate.
Consider assistive technology (AT). AT is appropriate, even essential, for many students with multiple disabilities. Without AT, there may be many tasks they simply cannot perform or will have difficulty performing. Computers, augmentative/alternative communication systems, and communication boards are just some examples of helpful AT. Visit the Family Center on Technology and Disability to learn more about which AT devices may be useful to a given student:
http://www.fctd.info
Does the student need textbooks in another format? IDEA requires that students with print disabilities be provided with accessible instructional materials. There are many disabilities that affect a student’s ability to use print materials; does your student have one such disability? If so, visit the National AIM Center, to learn where and how to get textbooks and workbooks that your student will be able to use: http://aim.cast.org/
Practice and reinforce. Does your student’s disabilities affect his or her intellectual functioning? If so, he or she will be slower to learn new things and will have difficulty applying that learning in new situations. Be concrete; give lots of hands-on opportunities for learning and practice. Give feedback immediately. Repeat the learning task in different settings.
Support related services in the classroom. Depending on the student’s disabilities, he or she may need related services to benefit from special education. Related services may include speech-language therapy, occupational therapy, physical therapy, or orientation and mobility services. It’s best practice to provide these services in the classroom during the natural routine of the school, although some may be provided in other settings. Work with the related services personnel, as appropriate. Learn more about the related services your student receives or may need at:
http://nichcy.org/schoolage/iep/iepcontents/relatedservices/
Address behavior issues. Behavior can be affected by having disabilities, especially a combination of disabilities. If a student’s behavior is affecting his or her learning or the learning of others, IDEA requires that behavior be addressed in the IEP. Is this a problem area for your student? Learn what the law requires and effective strategies for addressing behavior issues in our Behavior Suite:
http://nichcy.org/schoolage/behavior
A paraprofessional in your classroom? Some students with multiple disabilities will require the support of an aide or paraprofessional. If this is so for your student, it helps to know about working with paraprofessionals. NICHCY offers a Para page, which paraprofessionals may also find useful, at:
http://nichcy.org/schools-administrators/paras
Encourage the student’s independence. It’s natural to want to help a student who’s struggling to do a task single-handedly, especially when you know there’s a disability involved. But it’s important for the child to develop the skills it takes to live as independently as possible, now and in the future.
When the time comes, support transition planning. IDEA requires that IEP teams and students plan ahead for the student’s transition from school to the adult world. There’s a lot to know about transition planning. When the time comes for the student to begin planning, have a look at our Transition Suite:
http://nichcy.org/schoolage/transitionadult
http://nichcy.org/multiple-disabilities-in-your-classroom
Strategies for Parents
- Learn about your child’s disabilities. The more you know, the more you can help yourself and your child.
- Love and play with your child. Treat your son or daughter as you would a child without disabilities. Take your child places, read together, have fun.
- Learn from professionals and other parents how to meet your child's special needs, but try not to turn your lives into one round of therapy after another.
- Ask for help from family and friends. Caring for a child with multiple disabilities is hard work. Teach others what to do and give them plenty of opportunities to practice while you take a break.
- Keep informed about new treatments and technologies that may help. New approaches are constantly being worked on and can make a huge difference to the quality of your child's life. However, be careful about unproven new "fads."
- Learn about assistive technology that can help your child. This may include a simple communication board to help your child express needs and desires, or may be as sophisticated as a computer with special software.
- Be patient, keep up your hope for improvement. Your child, like every child, has a whole lifetime to learn and grow.
- Work with professionals in early intervention or in your school to develop an IFSP or an IEP that reflects your child's needs and abilities. Be sure to include related services such as speech-language pathology, physical therapy, and occupational therapy if your child needs these. Don't forget about assistive technology either!
