1. Special Education- Teaching Children With Low-Incidence Jeff Spurlock

2. Terminology Low-Incidence is often talked about hand in hand with multiple disabilities and severe disabilities. Types of Low-Incidence include blind/low vision, deaf/hard-of-hearing, deaf-blind, significant developmental delay, significant physical and multiple disabilities, severe orthopedic impairment and the autistic spectrum

3. Definitions The Association for Persons with Severe Handicaps (TASH) defines as following: “individuals with disabilities of all ages, races, creeds, national origins, genders and sexual orientations who require ongoing support in more than on major life activity in order to paticipate in an integrated community and enjoy a quality of life similar to that available to all citizens.

4. Definitions (continued) According to the IDEA, the term refers to “children with disabilities who, because of the intensity of their…problems, need highly specialized…services in order to maximize their full potential for useful and meaningful participation in society and for self- fulfillment.” The definition includes those with profound mental retardation, severe emotional disturbance, autism, or multiple disabilities.

5. Prevalence The disabilities associated with low-incidence have a prevalence of less than one percent of the entire population

6. Mental Retardation According to the IDEA, it is defined as “significantly sub average general intellectual functioning…that adversely affects a child’s educational performance.” Forms during the developmental period. Typically, IQ results are used for classification. A score of 55-69 is considered mild; 40-54 is moderate; 25-39 is severe; and 24 and below is profound. 85 percent of those with MR fall into the mild category.

7. Traumatic Brain Injury Occurs when there is injury to the brain by an external force, with no degenerative or congenital condition. Marked by an altered conscious state. As a result, neurological or neurobehavioral dysfunction can occur. Can be open head wounds (penetration) or closed head wounds (internal damage). Often “invisible”- you cannot visibly see if someone's brain is injured. Often effects children and males.

8. Deaf-Blindness A concurrent definition is the base of controversy. It is “concomitant hearing and visual impairments, the combination of which causes severe communication and other developmental and educational problems. Difficult to state prevalence, though estimates are 45,000-50,000 individuals from birth to adulthood. Caused by genetic/chromosomal syndromes, prenatal conditions, or postnatal conditions.

9. Severe Orthopedic Impairment A motor disability that adversely affects the child’s educational performance Types are absences of members, bone tuberculosis, cerebral palsy, spinal bifida, muscular dystrophy, or traumatic injury. Affects about 1 percent of the students receiving special education aid.

10. Impact and Intervention ofMR A child with MR may do extremely well in school but will need individualized help. Individualized Family Service Plans (IFSP), are formed to determine unique needs of each individual. Skills that the students will need most help with are adaptive skills, such as communication. 87% of those with MR will learn only slighly slower than average; the remaining 13% will have more difficulty in school and at home, and will need far more intensive support their entire life.

11. Impact and Intervention of MR (continued) The student’s family will have to responibility of caring for the individual, possibly around the clock which can be very demanding and stressful. The student’s peers may no understand how to deal with someone with a more severe level of MR. The teacher may have trouble keeping the rest of the class on schedule as far as curriculum while also making sure the student with MR is learning.

12. Impact and Intervention of TBI Educational considerations will vary by the degree of severity of the injury. There are essential steps to be followed for proper education of one with TBI, including transitioning from hospital to school, a team approach, an IEP formation, educational procedures, and plans for long-term situations.

13. Impact and Intervention of TBI (continued) The brain injury may cause severe emotional problems. This can lead to social problems, which can make the injury all the worse to deal with. The effects of the injury may cause the student’s behavior to be unpredictable, which can make it difficult for friends, family, and teachers to deal with. Socially, since TBI is ‘invisible’, many don’t even realize that extent of the damage before it is too late.

14. Impact and Intervention of Deaf- Blindness Main problems will be with communication, orientation, and mobility. Both are needed for social interaction. Teachers need to realize that these students will have an even more profound reliance on help for skills to be learned. It is advised that teachers and family form structured routines to follow for the student to attempt to make things easier and more successful

15. Impact, Intervention and Instruction of Deaf-Blindness (continued) Family and friends are encouraged to find ways to interact with the individual as to ensure that they do not feel disconnected from them. Hand-over-hand guidance, hand-under-hand guidance, adapted signs, and touch cues.

16. Impact, Intervention, and Instuction of Orthopedic Impairment Many students with orthopedic impairments have no issue other than neurological. Most of the impacts of learning are focused on accommodations for students. Main points for family, friends, and teachers are to be aware of the medical condition, and special physical arrangements may be needed in the home of at school. Physical Therapists may need to become involved.

17. Reactions and Assessment As with any other disability, it is best for the student to be in the least restrictive environment. The closer they can be to what society deems a ‘normal life’, the better the chances of success are. Family and friends should do their best to keep the student included socially.

18. Reactions and Assessments (continued) Teachers will have the responsibility of making sure that the technology and other accommodations or available for the student. This best ensures that the curriculum can be taught effectively, albeit more slowly than the average student.

19. Materials and Methods There are several materials that can be used- computers with varying ways to input information (typing, speaking, blinking); braile, special glasses, and hearing aids for sensory impaired individuals; equipment that can assist someone with orthopedic impairments.