Students With Multiple Disabilities by lPp9L2


									Students With Multiple

     Harold Johnson
 Michigan State University
• Jones, T.W., Jones, J. K., & Wing, K.M.
  (2006). Students with multiple disabilities. In
  D. F. Moores & D.S. Martin (Eds.), Deaf
  learners: Developments in curriculum and
  instruction (pp. 127-143). Washington, DC”
  Gallaudet University Press.
  – “Deaf students with multiple disabilities have the
    educational needs of deaf students plus the
    educational needs associated with one or more
    additional disabilities.” (p. 127)
• Jones et al (cont)
  – Common characteristics
     • Diverse in relation to the type and severity of additional
     • Low incidence in relation to the number of students in
       any one setting that demonstrate a similar array of
     • Difficulty in determining the presence and primacy of
     • Historically low levels of achievement achievement
• Jones et al (cont)
  – Guiding Assumptions
     •   Every child can learn
     •   Each student with multiple disabilities is unique
     •   Educational goals should be functional
     •   Students must develop effective social skills
     •   Families are critical for success
     •   Cross disciplinary professionals must work together
• Jones et al (cont)
  – Approaches to curriculum design
     • Student centered, i.e., designed to meet their individual
     • Ecological assessments and instructional validity
     • Access to, yet adaptation of, the general education
       curriculum, i.e.,
        –   Depth of study
        –   Curricular materials
        –   Functional/applied activities
        –   Focus on learning
        –   Pace or rate of instruction
        –   Alternative assessment of student progress
        –   12 month instruction

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