1. SEVERE DEVELOPMENTAL DISABILITIES Kathy Rivas November 13, 2014

2. The Ministry of Education defines developmental disabilities by the following characteristics:

3. An inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development. An ability to profit from a special education program that is designed to accommodate slow intellectual development. A limited potential for academic learning, independent social adjustment, and economic independence.

4. Exceptional students are made up of an extremely heterogeneous group, not unlike all other students. They have a wide range of learning styles, strengths, abilities, and needs. They are not all the same!

5. It is paramount that educators first focus on identifying a student’s strengths. Learning strategies should be designed to make the most of those strengths. A program that is built and developed around a student’s strengths is the best approach to addressing their weaknesses.

6. Goals The goals of education for the severely developmental disabled are different than those for non-disabled students and for those with milder disabilities. The major education goals are to decrease dependence on others, increase awareness of environmental stimulation, teach basic communication and self-help skills, and push achievement levels higher. An alternative IEP, also with modified and accommodated expectations, is regularly in place for the developmental disabled. The expectations of the alternative IEP focus on the student acquiring life skills that will help them reach their potential..

7. Students who have developmental disabilities learn and benefit best when they are with their peers. Their instructional needs will be varied and should be individualized for each student. They should like all students be given opportunities and encouraged to develop skills that will prepare them for the future.

8. Students who have developmental disabilities may exhibit one or more of the following characteristics: 1) significant impairment of general cognitive functioning 2) significant delay in academic skills in all areas when compared with their peers 3) significant impairment of adaptive functioning, in regard to self-help and

9. Some Observable Characteristics Delay in communication skills, verbal and/or non-verbal skills. Delay in gross and/or fine motor coordination. Associated physical/medical conditions. Short attention and interest span. Tendency to interpret language literally. Need for support with personal care skills. Need for support with socially acceptable behaviour. Need for support with changes in routine. Need for support to establish a change in routine.

10. Collaboration Collaboration before and during implementation of a program benefits all that are involved with an exceptional student, especially the student themselves. When possible collaborate with parents, previous teachers, educational assistants, resource teacher, and other professionals, such as psychologists, CYC, and speech/language pathologists.

11. Strategies Related to the Classroom As the teacher, always model a climate of acceptance. Your actions, comments and all interactions with the student should be a positive example of inclusion. Include the student in all classroom and school activities when possible. Ensure that the student feels that they are a valued member of the classroom. Make any physical adaptations (e.g., wheelchair accessible desks) that lend to making the child’s learning environment easier.

12. Organizational Strategies The most important aspect for organizing the student’s learning is to ensure that the IEP is developed in collaboration with all involved and that the modifications or alternative strategies are meeting the agreed upon responsibilities and expectations. Make accommodations to ensure that ultimate independence and respect are afforded the student. Communicate openly and frequently with the student and all others involved in their learning.

13. Strategies Related to Motivation Select learning activities that focus on their strengths. Build on opportunities that result in successes. All gains small and large should be accompanied by positive reinforcements. Focus on the student’s abilities rather than disabilities. Use cooperative learning and peer interaction to build on social skills.

14. Strategies for Lessons Use a multi-sensory approach (e.g., visual schedules, charts, audio, assistive technology). Whenever possible use a very, predictable, structured program. Present new information employing examples that the student can relate to personally. Provide repeated opportunities for the student to practice. Use adaptive strategies and equipment often.

15. Communication Strategies Provide assistive technology to be used as alternative communication tools. Provide augmented communication devices (Board Maker, pointing and typing aids such as headsticks). Use short clear phrases. Give only one command at a time. Build wait times into lesson. Use wh questions as prompts to help the student relate information orally. Colour-code information to trigger connections.

16. Assessment Accommodations Adapt a wide variety of differentiated assessment opportunities for the student. Use an oral test, a practical demonstration, an interview when required. Provide student with a positive promoting environment, with minimal distractions. Provide assistive technology. Provide flexibility in (e.g., length of assessment, additional time, breaks). Read and clarify the questions for the student.

17. RESOURCES Learning Disabilities and Related Mild Disabilities, Janet Lerner and Beverley Johns. Children with Exceptionalities in Canadian Classrooms, Margret Winzer. Emotional or Behavior Disorder Intervention Manual, Stephen B. McCarney. Special Education Companion. Special Education A Guide for Educators