Multidisabilities Support
SPEC 225
I. Introductory Information
A. Department Name: Special Education and Early Childhood Education
B. Departmental Catalog Number: SPEC225
C. Course Title: Multi-Disabilities Support
D. Semester Hours of Credit: 3
E. Clock Hours Per Week: 3
F. Restrictions: Prerequisites SPEC 105 Introduction to Exceptionalities, SPEC 2 10 Life Skills Support, Valid CPR Certification or Permission of the Instructor
II. Description of the Course
This course is designed to provide experiences, techniques, strategies and a professional knowledge base of multi disabled individuals. This course addresses the characteristics, needs, strategies, and support systems of the mentally retarded/physically disabled in a life span context. For the purpose of this course the term multidisabilities will refer to both the mentally retarded and/or physically disabled. Emphasis will be given to the extensive and pervasive nature of the supports needed by this diverse group. The course emphasizes a trans-disciplinary approach to the issues of early intervention, education, transition, independence and the quality of life of this diverse population. While recognizing the impact of multiple disabilities, etiology, and medical fragility, it focuses on the contributions of assistive technology, medical technology, related services, agency involvement and community integration.
III. Exposition
A. Objectives:
Upon completion of this course the student will be able to do the following:
1. identify and discuss the historical foundations, significant contributors, issues and trends related to the care, treatment and education of the multi-disabled across the life span
2. identify the relevancy of educational and therapeutic methodology in improvement of the quality of life of the disabled
3. articulate issues dealing with medical technology, such as: educational ethics, responsibilities, and personal philosophy
4. identify and discuss medical aspects of intellectual disabilities and their implication for learning
5. analyze various levels of support and settings effective in working with the multi-disabled
6. participate in the trans disciplinary collaborative process to provide appropriate levels of support, unique services, networks, organizations and programming for early intervention, education and transitional planning for multi disabled people
6. discuss and identify sensory motor theory, terminology, and specialized evaluations and its importance to individuals with multiple disabilities (i.e. Cerebral Palsy)
8. identify and discuss such severe etiologies and characteristics as autism, traumatic brain injury, cerebral palsy and physical disabilities
9. identify the roles and responsibilities of the parents or other family members of the disabled person
10. construct, implement, and evaluate a task analysis used to teach a daily living routine to a person with a multi disabling condition in a home, school or community setting identify local, state, community agencies to meet the educational, vocational, medical, life skills, and quality of life needs of the multi-disabled individual(s)
12. implement various routines, which address privacy, confidentiality, and respect for the individual with materials used in feeding, toileting, first aid and universal precautions
13. select and use appropriate physical management techniques including handling, positioning, lifting, relaxation, range of motion, basic wheel chair transfers and appropriate body mechanics for the safety of the student and teacher and to enhance participation
14. develop Daily Special Health Care and Emergency Health Care Planning, medical complications and implication, secondary health care issues including monitoring of medication, seizure management, tube feeding, catheterization and CPR
15. articulate the impact of terminal illness on the individual, family, peers, school staff
16. define and interpret terminology used in physical and medical assessments in order to create appropriate learning plans
17. plan and implement research supported appropriate programs designed to meet the educational, communication, motor, vocational, medical, life skills, extensive and pervasive supports, and quality of life needs of multi-disabled individual(s)
18. design appropriate mechanisms for making choices
19. create physical and instructional environments to minimize physical exertion maximize learning by using appropriate adaptive equipment which facilitate positioning, mobility and communication
20. describe and plan sensory stimulation programs for individuals with extensive needs
21. monitor prosthetic, orthotic, and adaptive equipment effectively
22. create and environment which focuses on abilities and promotes inclusive practices
23. discuss the value of age appropriate activities for the multi-disabled
24. construct appropriate activities and schedules of an age appropriate nature for individual pupils
25. evaluate progress and achievements by utilizing task analysis and ecological inventories
26. identify appropriate levels of support for individuals
27. utilize natural supports in natural environments
28. analyze and synthesize specialized functional curriculum and strategies to natural and community settings
29. assess assistive technology needs
30. differentiate various sources of appropriate adaptations and technology such as switches, adapted keyboards, and alternative positioning to allow students with multiple disabilities full participation and access
31. identify and discuss issues, roles, and responsibilities of collaboration, coordination and scheduling of related service personnel, including community based medical services
B. Activities and Requirements:
1. attend class and participate in class discussions, cooperative group work, and assignments
2. complete all assigned readings
3. satisfactory written or oral responses on chapter tests
4. written reports (journal article reviews, critiques, and other written assignments)
5. observe multi-disabled individuals across the life span in settings in early intervention programs such as: public schools, sheltered workshops, group homes, and centers for 20 hours. A detailed log with reflective summary will be required of this experience
6. conduct a "teach a skill task analysis" project with multi-disabled individual
7. wheelchair simulation with reflective log and summary
8. interview parent/paraprofessional/therapists
9. attend an assistive technology fair
10. develop a resource file of techniques and strategies for daily planning of multi-disabled classroom
C. Major units and Time Allotted:
1. Introduction (3 contact hours)
a. Definitions
b. Prevalence
c. History of educational and community services
d. Current Trends and Issues
2. Collaborative Support System (6 contact hours)
a. The family
b. Building friendships
c. Societal support networks
d. The trans-disciplinary team
e. Collaboration: The process
3. Biomedical Issues (6 contact hours)
a. Bioethics
b. Prevention
d. Medical technology (life/medically necessary supports in the classroom, transitional and community settings
e. Daily and Emergency Health and Safety Planning
4. Principles of sensory motor system (6 contact hours)
a. Assessment
b. Skill acquisition and use
c. Interventions
5. Instruction, strategies, technologies and materials for teaching basic daily living routines (12 contact hours)
a. Handling and positioning techniques
b. Feeding materials and routines
c. Environmental management
d. Self care routines
e. Communication
f. Instructional adaptations
g. Hierarchy of prompts
6. Educational Models and Strategies (6 contact hours)
a. Functional assessment
b. Community based instruction
c. Inclusive
d. Self determination
e. Self efficacy
7. Transition Services (6 contact hours)
a. Employment
b. Living arrangements
c. Leisure time
D. Materials and Bibliography – See Selected Bibliography
IV. Standards
The students in this course will be evaluated based on completed reports, projects, and tests outlined in the Requirements section.
V. Rationale
A. This course is necessary to meet program standards outlined by the Council for Exceptional Children, the Special Education Professional Association.
B. This course is designed for Special Education majors or minors at the sophomore or junior level.
C. This course should have no impact on other departments.
