Instructor’s Manual 12-1
12
SEVERE AND MULTIPLE DISABILITIES
INSTRUCTOR OVERVIEW
Although individuals with severe and multiple disabilities are identified by the severity of their
disability, each one brings unique personalities, characteristics, and life experiences to this
world. The significant needs of this population cannot be met through one profession. These
individuals have diverse characteristics and require the attention of many professionals.
Information regarding the prevalence and causation of severe and multiple disabilities is also
CHAPTER-AT-A-GLANCE
DETAILED
OUTLINE
TRADITIONAL
LEARNING
ONLINE
LEARNING
CEC
STANDARDS
12–1 A CHANGING ERA
IN THE LIVES OF
PEOPLE WITH
MULTIPLE
DISABILITIES p. 293
Learning Objectives:
12-1
Snapshot:
Sarina
PowerPoint Slides:
Ch. 12
Test Bank:
Ch. 12
MindTap for Human
Exceptionality
• Chapter 12 Quiz: Did
You Get It?
• Chapter 12 Quiz:
Wrapping It Up
12–2 DEFINITIONS OF
PEOPLE WITH SEVERE
AND MULTIPLE
DISABILITIES p. 293–296
12–2a The IDEA Definitions
of Multiple Disabilities /
12–2b Deaf–Blindness
Learning Objectives:
12-2
Reflect on This:
Mat’s Story: Joining the
Community
PowerPoint Slides:
Ch. 12
Test Bank:
Ch. 12
MindTap for Human
Exceptionality
• Chapter 12 Quiz: Did
You Get It?
• Chapter 12 Quiz:
Wrapping It Up
1 Learner Development
and Individual Learning
Differences
6 Professional Learning
and Ethical Practice
Instructor’s Manual 12-2
DETAILED
OUTLINE
TRADITIONAL
LEARNING
ONLINE
LEARNING
CEC
STANDARDS
12–3 CHARACTERISTICS
AND PREVALENCE
p. 296–298
12–3a Characteristics of
Individuals with Severe and
Multiple Disabilities / 12–3b
Prevalence of Multiple
Disability
Learning Objectives:
12-3
PowerPoint Slides:
Ch. 12
Test Bank:
Ch. 12
MindTap for Human
Exceptionality
• Chapter 12 Quiz: Did
You Get It?
• Chapter 12 Quiz:
Wrapping It Up
1 Learner Development
and Individual Learning
Differences
12–4 CAUSES AND RISK
FACTORS ASSOCIATED
WITH SEVERE AND
MULTIPLE
DISABILITIES p. 298
Learning Objectives:
12:4
PowerPoint Slides:
Ch. 12
Test Bank:
Ch. 12
MindTap for Human
Exceptionality
• Chapter 12 Quiz: Did
You Get It?
• Chapter 12 Quiz:
Wrapping It Up
1 Learner Development
and Individual Learning
Differences
12–5 ASSESSMENT
PROCEDURES USED TO
IDENTIFY SEVERE AND
MULTIPLE
DISABILITIES p. 299
Learning Objectives:
12-5
PowerPoint Slides:
Ch. 12
Test Bank:
Ch. 12
MindTap for Human
Exceptionality
• Chapter 12 Quiz: Did
You Get It?
• Chapter 12 Quiz:
Wrapping It Up
4 Assessment
12–6 INTERVENTIONS
FOR CHILDREN AND
YOUTH WITH
MULTIPLE
DISABILITIES p. 299–306
12–6a The Early Childhood
Years / 12–6b The Elementary
School Years / 12–6c The
Adolescent Years / 12–6d
Inclusive Education
Learning Objectives:
12-6
Assistive Technology:
Meet Ashley
Case Study on
Embracing Diversity:
Ernesto
Community Support
for Lifelong Inclusion:
Learning Through
Social Media:
Design Challenge: DIY
Assistive Game
Controllers
PowerPoint Slides:
Ch. 12
Test Bank:
Ch. 12
MindTap for Human
Exceptionality
• Chapter 12 Video
Case: A Collaborative
Teaching Approach
for a Pre–K Child with
Multiple Disabilities
• Chapter 12 Quiz: Did
You Get It?
• Chapter 12 Scenario
(6 options):
o Toddler Meri A
o Grades K–3
Juanita A
o Grades K–3
Juanita B
o Grades K–3
Juanita C
• Chapter 12 Quiz:
Wrapping It Up
1 Learner Development
and Individual Learning
Differences
2 Learning Environments
3 Curricular Content
Knowledge
5 Instructional Planning
and Strategies
6 Professional Learning
and Ethical Practice
Instructor’s Manual 12-3
DETAILED
OUTLINE
TRADITIONAL
LEARNING
ONLINE
LEARNING
CEC
STANDARDS
LOOKING TOWARD A
BRIGHT FUTURE p. 309
PowerPoint Slides:
Ch. 12
Test Bank:
Ch.12
LEARNING OBJECTIVES
After completing this chapter, your students should be able to:
12-1 Describe how the lives of people with severe and multiple disabilities have changed since
the advent of IDEA.
12-2 Explain the various definitions and classifications of severe and multiple disabilities.
12-3 Describe the characteristics and prevalence of children and youth with severe and
multiple disabilities.
12-4 List the causes and risk factors associated with severe and multiple disabilities.
12-5 Describe the assessment procedures used to identify severe and multiple disabilities in
children and youth.
12-6 Describe the different interventions for children and youth with severe and multiple
disabilities from early childhood through adulthood.
CHAPTER/LECTURE OUTLINE
• 12-1 A CHANGING ERA IN THE LIVES OF PEOPLE WITH DISABILITIES
o Some people with multiple disabilities have significant intellectual, learning, and
behavioral differences; others have physically disabilities with vision and hearing
• 12-2 DEFINITIONS OF PEOPLE WITH SEVERE AND MULTIPLE
DISABILITIES
o The needs of people with severe and multiple disabilities cannot be met by one
professional. The nature of their disabilities extends equally into the fields of
education, medicine, psychology, and social services. TASH focuses on three
factors:
1. The relationship of the individual with the environment (adaptive fit),
requiring the individual to cope with the demands of various environments
3. Extensive “ongoing support” in life activities
o 12-2a The IDEA Definitions of Severe and Multiple Disabilities
! IDEA does not include the term “severe disabilities” as one of the 13
categorical definitions. Individuals with severe disabilities may be
subsumed under any one of IDEA’s categories, including the categories of
Instructor’s Manual 12-4
Copyright © 2017 Cengage Learning. All rights reserved.
o 12-2b Deaf–Blindness
! Deaf–blindness is a dual sensory impairment resulting from concomitant
vision and hearing difficulties that cannot be accommodated in a program
for children with blindness or children with deafness.
• 12-3 CHARACTERISTICS AND PREVALENCE
o 12-3a Characteristics of Individuals with Severe and Multiple Disabilities
! The multitude of characteristics exhibited by people with multiple
disabilities is mirrored by the numerous definitions associated with these
conditions.
! Intelligence and Academic Achievement: Most individuals with severe and
o 12-3b Prevalence of Multiple Disabilities
! People with multiple disabilities constitute a very small percentage of the
general population. Even if we consider the multitude of conditions,
prevalence is no more than 0.1 percent to 1.0 percent.
• 12-4 CAUSES AND RISK FACTORS ASSOCIATED WITH MULTIPLE
DISABILITIES
o Multiple disabilities result from multiple causes. For the vast majority of people
with multiple disabilities, the differences are evident at birth. Multiple disabilities
• 12-5 ASSESSMENT PROCEDURES USED TO IDENTIFY SEVERE AND
MULTIPLE DISABILITIES
o Children who have severe and multiple disabilities are often identified at a very
young age due to the overarching nature of the disability.
Instructor’s Manual 12-5
Copyright © 2017 Cengage Learning. All rights reserved.
• 12-6 INTERVENTIONS FOR CHILDREN AND YOUTH WITH MULTIPLE
DISABILITIES
o Traditionally, there has been a heavy reliance on standardized assessments,
particularly IQ tests, in identifying people with severe and multiple disabilities,
particularly when the primary condition is intellectual disabilities.
o An alternative to standardized testing is authentic assessment that is concerned
o 12-6a The Early Childhood Years
! Effective early intervention services that start when the child is born are
critical to the prevention and amelioration of social, medical, and
educational problems that can occur throughout the life of the individual.
! Services and Supports for Infants and Toddlers: Effective programs are
o 12-6b The Elementary School Years
! Historically, services and supports for students with severe and multiple
disabilities have been oriented to protection and care.
! Self-Determination: Giving the student with severe and multiple
disabilities the opportunity to communicate their needs and preferences
enhances autonomy, problem solving skills, adaptability, and self-efficacy
Instructor’s Manual 12-6
Copyright © 2017 Cengage Learning. All rights reserved.
o 12-6c THE ADOLESCENT YEARS
! Outcomes important in the transition planning process for students with
severe disabilities include:
o 12-6d INCLUSIVE EDUCATION
! Providing services and supports in an inclusive setting is considered a
critical factor in a quality program for students with severe and multiple
disabilities
• LOOKING TOWARD A BRIGHT FUTURE
o The attitudes and progressive policies of the 21st century bring considerable hope
to the lives of people with severe and multiple disabilities. Inclusive education is
increasing in our schools; opportunities to live and work in the community are no
DISCUSSION QUESTION STARTERS
1. What are the pros and cons of teaching students with the same disability label together
versus placing students with the same functional label together?
2. Various definitions of severe and multiple disabilities have been presented. How would
you define severe and multiple disabilities?
3. How do individual plans for children with severe and multiple disabilities change over
time?
4. What assessments are appropriate for children with severe and multiple disabilities?
When are standardized assessments appropriate?
5. Is it more beneficial for teacher to know a child’s categorical label or functional skill
Instructor’s Manual 12-7
Instructor’s Manual 12-8
Copyright © 2017 Cengage Learning. All rights reserved.
ACTIVITY 5
INTRODUCTION: Effective programs for young children with severe and multiple disabilities are
both child- and family-centered.
ACTIVITY: Obtain copies of plans written for a child with a severe disability between birth and
ACTIVITY 6
INTRODUCTION: Assistive technology may enhance the functional skills of students with severe
and multiple disabilities in home, school, and community settings.
ACTIVITY: Invite a specialist in assistive technologies to talk to the class about various
technologies utilized with this population. Discuss the process by which these technologies are
identified, purchased, or developed, and the impact they have upon a student’s functional skills.
ACTIVITY 7
INTRODUCTION: With the increased emphasis on placing students with severe disabilities in
general education classrooms, educators will need access to useful information on educating
students with disabilities.
ACTIVITY: Lead students in a discussion on what general educators need to best support the needs
of their students with disabilities. Questions to discuss include:
• What is the most beneficial information to provide these educators?
VIDEO ACTIVITIES
ACTIVITY 1
VIDEO: Afternoon of a Faun
VIDEO URL: http://www.afternoonofafaun.com/
ACTIVITY 2
VIDEO: Tour of a Successful Classroom for Children with Severe Disabilities
VIDEO URL: https://vimeo.com/17442782
ACTIVITY: Successful classrooms for students with severe and multiple disabilities include
multiple components. Watch the video titled Tour of a Successful Classroom for Children with
Severe Disabilities. Afterward, discuss with students what elements in this classroom support
children with severe communication, cognitive, and mobility needs.
Instructor’s Manual 12-9
Copyright © 2017 Cengage Learning. All rights reserved.
DEBATE FORUM
Can Special Schools for Students with Severe and Multiple Disabilities Be Justified?
The debate regarding what constitutes an appropriate educational placement for students with
severe disabilities has been a major point of disagreement among professional and parents since
the passage of the federal law mandating the education of students with disabilities in public
schools. Some professionals and parents argue that there will always be a need for special
schools and that they are the least restrictive environment for a number of children with severe
POINT
Although inclusion may be appropriate for many students with severe disabilities, special
schools are the least restrictive environment for a small number of children who require intensive
instruction and support that cannot be provided in a general education school or classroom.
Special schools provide for greater homogeneity in grouping and programming. Teachers can
specialize in particular areas such as art, language, physical education, and music. Teaching
COUNTERPOINT
Inclusive education for students with severe disabilities embodies a variety of opportunities, both
within the general education classroom and throughout the school. Besides interaction in a
classroom setting, ongoing inclusion occurs in the halls, on the playground, in the cafeteria, and
at school assemblies. Special schools generally offer little, if any, opportunity for interaction
TAKE A STAND
1. Do you think that special schools can ever be the “least restrictive environment” for
students with intellectual disabilities? Explain your answer.
REFERENCES
Drew, C. J., & Hardman, M. L. (2007). Intellectual disabilities across the lifespan, 9th ed.
Instructor’s Manual 12–10
Copyright © 2017 Cengage Learning. All rights reserved.
1. Why is it important for Ernesto to use bilingual PECS when he is nonverbal?
Ernesto’s communication system should be effective across multiple environments.
2. What are the benefits for Ernesto to be included in his neighborhood kindergarten class?
What are the benefits for his peers?
Frequent and age-appropriate interactions between students with disabilities and their
peers without disabilities can enhance opportunities for successful participation in the
community during the adult years. High-level expectations and supports to allow students
3. Why is it important to include Pokémon on Ernesto’s communication board?
Many of his peers in the inclusive are interested in Pokémon as well. Including Pokémon