Chapter 13
Students with Multiple Disabilities and Traumatic Brain Injury
Learning Outcomes
• 13.1: Discuss the evaluation processes for students in each of these groups and identify
the role of special educators in contributing to knowledge about specially designed
instruction for these students.
• 13.2: Describe how paraprofessionals and assistive technology support students in both
groups to be included in general education and identify barriers that limit the success of
these strategies.
• 13.3: Identify how person-centered planning and assistive technology benefit transition
services and are beneficial to students in both groups in achieving positive independent
living and employment outcomes.
Chapter Heading
Learning
Objectives
Activities in the MyLab with E-text
Additional Class
Activities
Meet Alana Malfy
(Chapter Intro)
MyLab Vignette Video 13.1 (Located
in Chapter Intro)
Defining Multiple
Disabilities
13.1
MyLab Self-Check 13.1
MyLab Application Exercise 13.1
Video: Mothers of
Courage © 2003
Describing the
Characteristics and
Causes of Multiple
Disabilities
13.1
MyLab Video Example 13.1
MyLab Video Example 13.2
MyLab Video Example 13.3
MyLab Self-Check 13.1
MyLab Application Exercise 13.1
Defining Traumatic
Brain Injury
13.1
MyLab Self-Check 13.1
MyLab Application Exercise 13.1
Checklist
Regarding Henry
© 1991
Describing the
Characteristics and
Causes of Traumatic
Brain Injury
13.1
MyLab Video Example 13.4
MyLab Self-Check 13.1
MyLab Application Exercise 13.1
Evaluating Students
with Multiple
Disabilities and
Traumatic Brain
Injury
13.1
MyLab Self-Check 13.1
MyLab Application Exercise 13.1
SETT Framework
Practice
Glasgow
Outcomes Scale-
Extended
Executive
Function Checklist
Including Students
with Multiple
Disabilities and
Traumatic Brain
Injury
MyLab Video Example 13.5
MyLab Video Example 13.6
MyLab Self-Check 13.2
MyLab Application Exercise 13.2
Inclusion debate
Creating a Self-
Monitoring System
Educating Students
with Multiple
Disabilities or
Traumatic Brain
Injury
MyLab Self-Check 13.3
MyLab Self-Check 13.3
AAC Device
Workshop
Peer Tutoring
Early Childhood/
Elementary and
Secondary
Learning
Strategies
Portfolio Table of
Contents
Instructional
Pacing Practice
Cooperative
Learning Jigsaw
Rubric
Have students choose a student with multiple disabilities (or give them a case study) and apply
the SETT evaluation method to discern appropriate assistive technology available for the student.
Contact local agencies to bring in sample AAC devices. Have students document the types of
devices shown and brainstorm what type of student may benefit from the device.
Break students into triads. Have one student take the role of the teacher, one as the tutor and one
as the tutee in a Peer Tutoring scenario. Have the teacher teach the tutor and tutee the
expectations for the tutoring session. Have the tutor teach the tutee about UDL. Rotate through
various topics so each person has a chance to play a role.
Students will create a table of contents that may be used to exemplify a portfolio assessment of a
student with multiple disabilities. Have them include artifacts that will show progress in the
curriculum. As an extension, have them create data sheets that reflect progress towards IEP
goals.
Traumatic Brain Injury:
Classroom observation checklist
The classroom observation checklist for students with TBI gives a good description of the kinds
of characteristics they exhibit. Compare and contrast the major functional domains of TBI with
two other cognitive disabilities, mental retardation and learning disabilities.
Functional Domain
Traumatic Brain
Injury
Intellectual
Disability
Learning
Disabilities
Memory
Attention and
Concentration
Executive
Functioning
Self-Awareness
Language
GOS-E. What kind of data can this yield for educators?
