1. Understanding Students with Severe and Multiple Disabilities Chapter 10

2. IDEA Definition Concomitant impairments (MR + Blindness, MR + orthopedic imp.) Combination causes severe impairment Does not include deaf-blindness

3. Prevalence 2003-2004 132,333 students ages 6-21 0.2 % of all students receiving special education

4. Characteristics Intellectual functioning: can vary greatly but most have significant impairments Adaptive skills: self care Motor development: sensorimotor impairments and abnormal muscle tone Sensory functioning: hearing and vision Communication skills

5. Causes Genetic: chromosomal disorders Developmental brain abnormalities Metabolism and neuro-degenerative disorders Complications during birth

6. Evaluations Apgar  Rank heart rate, respiratory effort, muscle tone, gag reflex, and skin color Neuro-behavioral assessments Brain imaging IQ Adaptive behavior scales

7. Assistive Technology Computers Communications devices Toys Games Self-care http://www.enablemart.com/Catalog/Ablenet- Inc?gclid=CKXDr-y_nJICFQlXxgod_QqV-Ahttp://www.enablemart.com/Catalog/Ablenet- Inc?gclid=CKXDr-y_nJICFQlXxgod_QqV-A http://www.enablemart.com/?gclid=CMzV_rrto5I CFQIGxgodOUEUQQhttp://www.enablemart.com/?gclid=CMzV_rrto5I CFQIGxgodOUEUQQ http://www.accesstr.com/

8. Evaluating for Assistive Technology SETT framework (see pg. 238) MAP’s process - multidisciplinary group (see pg. 238-239)

9. Educational Placements 12% in general education 80-100% of time 17% in general education 79-49% of time 46% in general education 0-39% of time 20% in separate facility 2% in residential facility 2% in home/hospital

10. Measuring Students’ Progress Curriculum-based measurement Portfolio-based assessment Observational methods  Field observations  Time sampling  Absence seizures