Assignment 509

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Instruction of Students withInstruction of Students with Severe DisabilitiesSevere Disabilities

Eighth EditionEighth Edition Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Chapter 1 Educating Students with

Severe Disabilities: Foundational Concepts and

Practices Developed by:

Michael F. Giangreco Ph.D. University of Vermont Stacy K. Dymond, Ph.D

University of Illinois Karrie A. Shogren, Ph.D. University of Kansas

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Overview of Chapter ContentOverview of Chapter Content

• Who are Students with Severe Disabilities? • Key Areas for Optimism and Concern • Access to Quality Education

 Access to Inclusive Environments  Access to Individualized Curriculum  Access to Purposeful Instruction  Access to Necessary Supports

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Who are StudentsWho are Students with Severe Disabilities?with Severe Disabilities?

• No single authoritative definition exists • The IDEA does not define severe disabilities • Several IDEA categories include students • considered to have severe disabilities (e.g.,

autism, deaf-blindness, intellectual disabilities, multiple disabilities, traumatic brain injury)

• Definitions that focus on deficits tell us little about our students as people

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Who are StudentsWho are Students with Severe Disabilities?with Severe Disabilities?

• Individuals with severe disabilities include a widely heterogeneous group in terms of their disability characteristics, capabilities, and educational needs.

• Their nondisability characteristics (e.g., interests, preferences, personalities, socioeconomic levels, cultural heritage) are as diverse as the general population.

• It is estimated that less than 1% of the general population has severe disabilities

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Newer ConceptualizationNewer Conceptualization

• Support Model

 Shift away from identifying deficits in functioning

 Emphasizes reciprocal interactions between personal capacities and environmental demands

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Newer ConceptualizationNewer Conceptualization

Never stop questioning the potential capabilities of individuals with severe

disabilities.

Approach all students as capable of learning.

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Societal Perceptions andSocietal Perceptions and ExpectationsExpectations

• Disability spread, the tendency to make broad inferences, assumptions, and generalizations about a person based on disability stereotypes

• Common (detrimental) stereotypes too often portray individuals with severe disabilities as sick, subhuman, a menace, and object of pity or charity, or as an innocent.

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Opportunities for InteractionOpportunities for Interaction and Reciprocal Benefitand Reciprocal Benefit

• The ways in which students with severe disabilities are perceived and subsequently treated by others can have a major impact on the quality of their lives.

• First and foremost students with severe disabilities are human beings--they are someone’s child, someone’s sibling, someone’s classmate, or someone’s friend.

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Reasons for OptimismReasons for Optimism

• Inclusive Education and Schoolwide Reform

• Access to General Education Curriculum

• Positive Behavior Interventions & Peer Supports

• Self-Determination & Transition to Adult Life

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Elements of Inclusive EducationElements of Inclusive Education

• All Students Welcomed

• Disability as Human Diversity

• Appropriate Supports are Available

• Natural Proportions

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Elements of Inclusive EducationElements of Inclusive Education

• Same-age Groupings

• Shared Educational Experiences

• Occurs on an Ongoing, Daily Basis

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Reasons for ConcernReasons for Concern

• Inconsistent Access to Inclusive Education

• Questionable Quality of Curriculum & Instruction

• Too Many Families are Frustrated by the Lack of Professional Responsiveness

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Reasons for ConcernReasons for Concern

• Continued Use of Aversive Procedures

• Challenging Working Conditions for Special Educators

• Limited Post School Options

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Access to Inclusive EnvironmentsAccess to Inclusive Environments

• “…to the maximum extent appropriate, children with disabilities…are educated with children who are nondisabled…” (CFR 300.111)

• “…special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplemental aids and services cannot be achieved satisfactorily…” (CFR 300.111).

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Access to Inclusive EnvironmentsAccess to Inclusive Environments

The LRE provision, at times, has been used to inappropriately justify segregation of

students with the most severe disabilities.

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

US Department of EducationUS Department of Education "Analysis of Comments and Changes":"Analysis of Comments and Changes":

The Act “presumes that the first placement option considered for each child with a disability is the

regular classroom in the school that the child would attend if not disabled, with appropriate

supplementary aids and services to facilitate such placement. Thus, before a child with a disability can

be placed outside of the regular educational environment, the full range of supplementary aids

and services that could be provided to facilitate the child?s placement in the regular classroom setting

must be considered.” (CFR, 2006, p. 46588)

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

US Department of EducationUS Department of Education "Analysis of Comments and Changes":"Analysis of Comments and Changes":

“In all cases, placement decisions must be individually determined on the basis of each child’s

abilities and needs and each child’s IEP, and not solely on factors such as category of disability,

severity of disability, availability of special education and related services, configuration of the

service delivery system, availability of space, or administrative convenience.”(CFR, 2006, p. 46588).

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

IDEA does not say students with IDEA does not say students with disabilities should be denied access to disabilities should be denied access to

general education classesgeneral education classes

• if they have a particular label (e.g., autism, intellectual disabilities) or are at a certain level (e.g., severe)

• if they function at different levels than their classmates

• if they are pursuing different learning outcomes than their classmates

• just because it hasn’t been done that way before in the school

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

IDEA does not say students withIDEA does not say students with disabilities should be denied access todisabilities should be denied access to

general education classesgeneral education classes

• if it is administratively inconvenient or if needed services are not currently in place

• if they require supports or accommodations

• if the adults in the school are unaccustomed to the characteristics presented by the students

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

IDEA does not say students withIDEA does not say students with disabilities should be denied access todisabilities should be denied access to

general education classesgeneral education classes

Placement teams should shift away from asking, “Who is appropriate to exclude?”

It would be more constructive and consistent with IDEA to ask, “How can we

change our practices so that more students with disabilities can be

successfully included and educated?”

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Access toAccess to Individualized CurriculumIndividualized Curriculum

• Changes in Curriculum to Account for a Student’s Present Level of Functioning or Special Learning Needs

• Adaptations to the Delivery of Instruction that allow a student to have access to learning opportunities

• Use of Different Instructional Methods applied to the general education curriculum or individually determined learning outcomes beyond the general education curriculum

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Inclusive OptionsInclusive Options

• A: No Accommodations Required

• B: Support Accommodations Required

• C: Program Accommodations Required

• D: Program & Support Accommodations

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Multi-Level CurriculumMulti-Level Curriculum

• Lesson includes diverse group of learners • Learning occurs within a shared activity • Each student has individually appropriate

learning outcomes at the appropriate level of difficulty

• All learning outcomes are within the same curriculum (e.g., math, science, language arts) area and student are responsible for more or less of them in terms of amount and complexity (may be same or different topical area)

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Curriculum OverlappingCurriculum Overlapping

• Lesson includes diverse group of learners • Learning occurs within a shared activity • Each student has individually appropriate

learning outcomes at the appropriate level of difficulty

• Learning outcomes come from two or more curriculum areas (e.g., science, communication, math, social skills) and students are responsible for more or less of them in terms of amount and complexity.

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Curricular Balancing ActCurricular Balancing Act

• Balance of focus and breadth

• Chronologically Age-Appropriate

• Functional

• Positive Lifestyle Improvements

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Curricular Balancing ActCurricular Balancing Act

• Valued Life Outcomes

• Balance Assessed Level with Challenge

• Appropriate Level of Difficulty

• Opportunities for Students to Surprise Us

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Criterion of the Least Dangerous Criterion of the Least Dangerous AssumptionAssumption

(Donnellan, 1984)(Donnellan, 1984)

• “In the absence of conclusive educational data, educational decisions should be based on assumptions which, if incorrect, will have the least dangerous effect on the student” (p. 142).

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Access toAccess to Purposeful InstructionPurposeful Instruction

• Know each student’s characteristics

• Select meaningful learning outcomes

• Establish shared expectations

• Create a motivating learning environment

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Access toAccess to Purposeful InstructionPurposeful Instruction

• Select effective teaching methods

• Provide sufficient and consistent learning opportunities

• Use data to make instructional decisions

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Access toAccess to Necessary SupportsNecessary Supports

• Team Decisions About Related Services  More is Better  Return on Investment  Only as Specialized as Necessary

• Educational Relevance • Educational Necessity

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

ConclusionConclusion • Part of our work is the struggle to find a balance

between attending to the undoubtedly special needs of individuals with severe disabilities and their right to live regular lives.

• A key aspect of this work is creativity and unwavering persistence.

• By combining the elements of this chapter, we have a reasonable chance for making the kinds of individual, collective, and incremental breakthroughs that can make a difference in people’s lives.

PowerPoint Presentation
Overview of Chapter Content
Who are Students with Severe Disabilities?
Slide 4
Newer Conceptualization
Slide 6
Societal Perceptions and Expectations
Opportunities for Interaction and Reciprocal Benefit
Reasons for Optimism
Elements of Inclusive Education
Slide 11
Reasons for Concern
Slide 13
Access to Inclusive Environments
Slide 15
US Department of Education "Analysis of Comments and Changes":
Slide 17
IDEA does not say students with disabilities should be denied access to general education classes
IDEA does not say students with disabilities should be denied access to general education classes
Slide 20
Access to Individualized Curriculum
Slide 22
Inclusive Options
Slide 24
Multi-Level Curriculum
Curriculum Overlapping
Curricular Balancing Act
Slide 28
Criterion of the Least Dangerous Assumption (Donnellan, 1984)
Access to Purposeful Instruction
Slide 31
Access to Necessary Supports
Conclusion