MISS PROF

13

Running head: SEVERE AND MULTIPLE DISABILITIES

Students with Severe and Multiple Disabilities

Student A. Sample

Grand Canyon University

SPE 358

November 13, 2016

Students with Severe and Multiple Disabilities

Introduction

According to the World Health Organization, the word disabilities is an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment, is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in their day to day activities as they go about their lives.

Disability is thus not just a health problem. It is a complex phenomenon, reflecting the interaction between features of a person’s body and features of the society in which he or she lives. Overcoming the difficulties faced by people with disabilities requires interventions to remove environmental and social barriers. The disabled have always had the same health needs as the able bodied people, be it immunization or routine cancer screening. Noteworthy, the disabled experience a much narrower margin of health; this is due to poverty, social exclusion, and also due to their vulnerability to secondary conditions, such as pressure sores or urinary tract infections.

Interview Summary

Define the disability

1. Impairment:

This is in the individual’s body structure and/or function and the degree of mental functioning, such as the loss of a limb or vision.

1. Activity limitation:

Such as the difficulty in vision, loss of hearing, mobility, or problem solving.

1. Participation restrictions:

This is when normal day-to-day activities, such as work, meeting social and recreational engagements, and obtaining health care and preventive services become difficult and eventually restricted.

The World Health Organization published the International Classification of Functioning, Disability and Health (ICF) in 2001. The ICF provides a standard language for classifying body function and structure, activity, participation levels, and conditions in the world around us that influence health. This description helps to assess the health, functioning, activities, and environmental factors that either help or create barriers for people to fully participate in their day-to-days in their society. According to the ICF, activity is the execution of a task or action by an individual. Participation is a person’s involvement in a life situation. The ICF acknowledges that the distinction between these two categories is somewhat unclear and combines them, although basically, activities take place at a personal level and participation involves engagement in life roles, such as employment, education and relationships. Activity limitations and participation restrictions have to do with difficulties an individual experiences in performing tasks and engaging in social roles. Activities and participation can be made easier or more difficult as a result of environmental factors, such as technology, support and relationships, services, policies, or the beliefs of others.

Vision impairment is defined as a limitation of one or more functions of the eye or that of the entire visual system. The most common vision impairments affect the sharpness or clarity of vision (visual acuity), the normal range of what you can see referred to as the visual field and colour.

Needs of the students

During the course of my stay at the school, I learnt many needs students may have. For example, one of Ms. Hashmi kindergarteners has a visual disability.

“One has to identify themselves when greeting someone who has vision loss, even if the person knows your voice, it is not only polite, but avoids unnecessary anxiety.” (H.Hasmi,personal communication, November 7, 2016).

In social situations, it is acceptable to introduce the individual, bringing them into the unfolding conversation. Identify and introduce the parties present and talk directly to the visually impaired individual. Common transgressions when dealing with the visually impaired include asking questions through other parties, speaking in a loud voice and assuming that other senses are different or heightened due to the loss of vision (Leyser ad Heinz, 2001). It is necessary to be sensitive, however, one should not be afraid or refrain themselves from using phrases such as “See what I mean?” in a bid to be sensitive and protect the visually impaired individual. If an individual does not look directly at you but down or slightly away from you, it is not out of disrespect or disinterest, and should not be cause for concern.

“Spotting an individual walking with a assistance may necessitate the need to offer help. However, always ask to render help first. Invite the individual to take your arm, rather than taking his or her arm or pushing in the right direction, which may be more detrimental than helpful.” M. Jacobs, personal communication, November 7,2016.

When entering a new building, a walk-through will help a visually impaired individual understand the building’s layout. As you walk together, point out key locations such as the fire exits, bathrooms, and so forth (Abner and Lahm, 2002). Help the individual feel comfortable and safe. Identify food served at social gatherings. If the event is self-service, offer to help the individual through the line. As early as possible, tell individuals about changes in meeting times or locations so that they can make arrangements for their transportation. Offer to help if needed and appropriate. Do not at any time pet, feed, or talk to guide dogs unless the visually impaired individual gives you explicit permission, as doing so may distract the dog, simply ignore it and act as though it is not there.

Characteristics of the special need students

Start with a topic sentence that introduces the topic of the paragraph. Discuss the Characteristics of the special need students. Be sure to use information from the interviews and include any) moments that may have changed the way you viewed these disabilities and the educational and classroom implications. How to cite a personal communication: at the end of the sentence include (first initial. Last name, personal communication, date of interview). Example: (A. Jones, personal communication, August 3, 2011). Or, in the sentence include that A. Jones shared ……teacher’s comments ……… (personal communication, August 3, 2011). Personal communications do not require references on the reference page, only the citation within the text. Be sure to cite each time you use the comments of the teachers in this paper.

Medical implications

Start with a topic sentence that introduces the topic of the paragraph. Discuss the Medical implications. Be sure to use information from the interviews and include any) moments that may have changed the way you viewed these disabilities and the educational and classroom implications. How to cite a personal communication: at the end of the sentence include (first initial. Last name, personal communication, date of interview). Example: (A. Jones, personal communication, August 3, 2011). Or, in the sentence include that A. Jones shared ……teacher’s comments ……… (personal communication, August 3, 2011). Personal communications do not require references on the reference page, only the citation within the text. Be sure to cite each time you use the comments of the teachers in this paper.

Educational implications

Start with a topic sentence that introduces the topic of the paragraph. Discuss the Educational implications. Be sure to use information from the interviews and include any) moments that may have changed the way you viewed these disabilities and the educational and classroom implications. How to cite a personal communication: at the end of the sentence include (first initial. Last name, personal communication, date of interview). Example: (A. Jones, personal communication, August 3, 2011). Or, in the sentence include that A. Jones shared ……teacher’s comments ……… (personal communication, August 3, 2011). Personal communications do not require references on the reference page, only the citation within the text. Be sure to cite each time you use the comments of the teachers in this paper.

Concerns in the classroom

Start with a topic sentence that introduces the topic of the paragraph. Discuss the Concerns in the classroom. Be sure to use information from the interviews and include any) moments that may have changed the way you viewed these disabilities and the educational and classroom implications. How to cite a personal communication: at the end of the sentence include (first initial. Last name, personal communication, date of interview). Example: (A. Jones, personal communication, August 3, 2011). Or, in the sentence include that A. Jones shared ……teacher’s comments ……… (personal communication, August 3, 2011). Personal communications do not require references on the reference page, only the citation within the text. Be sure to cite each time you use the comments of the teachers in this paper.

Teachers' responsibilities

Visual impairments change the way children obtain information about the world around them and limit opportunities to learn through observation of visual elements in the school curriculum and elsewhere ( Rahi et al 2009). This means that, in addition to regular classroom studies, children who are blind or visually impaired need to learn specialized skills from teachers and others who are properly trained to teach such skills, such as certified teachers of visually impaired children and orientation and mobility specialists (Dion, Hoffman and Matter, 2000). There are a number of specialized skills that are essential for children with visual impairment must learn, they include:

1. Technology and computer proficiency. The use of computer equipment such as a screen reader, to read information on monitors or in print.

1. Literacy skills, these involve reading and writing with braille, large print, optical devices, or training in effective use of available vision.

1. Age-appropriate career education. Here, the children explore career preferences, get to participate in job experiences using non-visual methods.

1. How to put to use specific orientation and mobility techniques, long canes, or other mobility tools for safe and independent mobility.

1. In regards to social interaction, an understanding of body language, voice intonation and other visual concepts is key.

1. Acquisition of independent living skills that is the learning of specialised techniques for personal grooming, food preparation, money management, and other day-to-day tasks (Mason & McCall, 2013)

“ Is it essential to make sure we enrich our lesson plans with everyday life skills in mind.” M.Hasmi, personal communication, November 7,2016.

Classroom description, teacher interactions, and activities

“The teacher needs to have a safe classroom room set up. In order to ensure the students’ safety, organization is a must.” (M.Jacobs, personal communication, November 7, 2016.)

All isles must be cleaned, with signifigants space to allow full mobility for students. Also, removing any clutter will help with any students who may have visual impairments.

“Students safety is your first and foremost priority.” (M.Hashmi, personal communication November 7, 2016)

In addition, having the proper learning tools for these students also is essential, having big learning manipulative and providing each student with hand outs of any power points or lessons being taught. I learned during my observation that students seem to be more engaged in lessons when hands on activities are provided to coincide with the curriculum being taught. For example, when doing math, Ms. Hasmi provides her students with money. Needless to say, the kids jump on the occasion to count pennies and when they achieve success , she allows them to place fake pennies in their piggy banks for the end of the week reward system.

Conclusion

References

References

Abner, G., & Lahm, E. (2002). Implementation of assistive technology with students who are visually impaired: Teachers' readiness. Journal of Visual Impairment & Blindness (JVIB), 96(02).

Dion, M., Hoffmann, K., & Matter, A. (2000). Teacher's manual for adapting science experiments for blind and visually impaired students. Worcester Polytechnic Institute.

Leyser, Y., & Heinze, T. (2001). Perspectives of parents of children who are visually impaired: Implications for the field. RE: view, 33(1), 37.

Mason, H., & McCall, S. (2013). Visual impairment: Access to education for children and young people. Routledge.

Rahi, J. S., Cable, N., & British Childhood Visual Impairment Study Group. (2003). Severe visual impairment and blindness in children in the UK. The Lancet, 362(9393), 1359-1365.

Students with Severe and Multiple Disabilities

	1 Unsatisfactory 0.00%	2 Less than Satisfactory 65.00%	3 Satisfactory 75.00%	4 Good 85.00%	5 Excellent 100.00%
80.0 %Content
50.0 % Visit a program for students with severe and multiple disabilities. During the interview with teachers and staff discuss the required topics	Interview is irrelevant, fails to address four of the following: definition of disorder in terms of education, student needs, special need student characteristics, medical/educational implications, classroom concerns, teacher responsibilities, and teacher interactions and activities.	Interview is underdeveloped, fails to address three of the following: definition of disorder in terms of education, student needs, special need student characteristics, medical/educational implications, classroom concerns, teacher responsibilities, and teacher interactions and activities.	Interview is adequate, fails to address two of the following: definition of disorder in terms of education, student needs, special need student characteristics, medical/educational implications, classroom concerns, teacher responsibilities, and teacher interactions and activities.	Interview is proficient, fails to address one of the following: definition of disorder in terms of education, student needs, special need student characteristics, medical/educational implications, classroom concerns, teacher responsibilities, and teacher interactions and activities.	Interview is relevant, addresses definition of disorder in terms of education, student needs, special need student characteristics, medical/educational implications, classroom concerns, teacher responsibilities, and teacher interactions and activities.
30.0 % Content Comprehension	Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources were used to support major points.	Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources were used to support major points.	Content is not comprehensive or persuasive. Major points are addressed, but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or datedness. Irrelevant academic sources were cited.	Content is comprehensive and accurate; definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, up to date, relevant, and addresses all of the issues stated in the assignment's criteria. At least two relevant academic sources were cited.	Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well supported. Research is adequate, up to date, relevant, and addresses all of the issues stated in the assignment's criteria. Three or more relevant academic sources were cited.
17.0 %Organization and Effectiveness
6.0 % Thesis Development and Purpose	Paper lacks any discernible overall purpose or organizing claim.	Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.	Thesis and/or main claim are apparent and appropriate to purpose.	Thesis and/or main claim are clear, forecasting development of paper. It is descriptive and reflective of the arguments and appropriate to the purpose.	Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
6.0 % Paragraph Development and Transitions	Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed.	Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.	Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.	A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are as appropriate to purpose.	There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.	Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language.	Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech.	Writer is clearly in command of standard, written academic English.
3.0 %Format
1.0 % Paper Format (12-point font double-spaced Times New Roman, Arial, or Courier)	APA Template is not used appropriately or documentation format is rarely followed correctly.	APA Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.	APA Template is used; Formatting is correct, although some minor errors may be present.	APA Template is fully used; There are virtually no errors in formatting style.	All format elements are correct.
2.0 % Research Citations (In-text citations for paraphrasing and direct quotes, reference page listing and formatting as appropriate to assignment)	No reference page; no citations.	Reference page is present; citation is inconsistently used.	Reference page is included which lists sources used in paper; sources are appropriately documented, although some errors may be present.	Reference page is present and fully inclusive of all cited sources; Documentation is appropriate and APA style is usually correct.	In-text citations and a Reference page are complete. The documentation of cited sources is error free.
100 % Total Weightage

Top of Form Students with Severe and Multiple Disabilities Interview a minimum of two teachers and/or staff of an educational program for students with multiple disabilities. Discuss the following: 1. Define the disability 2. Needs of the students 3. Characteristics of the special need students 4. Medical implications 5. Educational implications 6. Concerns in the classroom 7. Teachers' responsibilities 8. Classroom description, teacher interactions, and activities After the interviews have been conducted, write a summation of 1,000-1,250-words of the information learned. Be sure to use information from the interviews and include any) moments that may have changed the way you viewed these disabilities and the educational and classroom implications. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Bottom of Form