According to the Individuals with Disabilities Act (IDEA), multiple disabilities refers to simultaneous impairments such as intellectual-blindness, intellectual disability-orthopedic impairment. The combination of which causes such severe educational needs that cannot be accommodated in a special education program solely for one of the impairments, meaning a student has more than one or multiple impairments. According to the U.S. Department of Education, 2.0 percent of students currently are diagnosed with multiple disabilities.
The term multiple disability is a broad term and can include a number of disabilities. For example, a person diagnosed with cerebral palsy may also have a diagnosed of epilepsy, intellectual disability and ADHD. The Center for Parent Information and Resources explains that from the term, your cannot tell how many disabilities a child has, which disabilities are involved or how severe each disabilities are involved or how severe each disability is. It is important to know the following in orde to support the child:
which individual disabilities are involved;
how severe (or moderate or mild) each disability is; and
how each disability can affect learning and daily living.
Did you know that Childhood Disintegrative Disorder is considered part of Autism Spectrum?
Childhood Disintegrative Disorder (CDD) is a condition where a child develops normally and achieves appropriate milestones up to the age of 4 and then begins to regress in both developmental and behavioral milestones and lose the skills they already learned. with a loss o skills plateauing around the age of 10.
Childhood Disintegrative Disorder is rare. It affects 1.7 in 100,000 and affects males at a higher rate than females. It is also known as Heller’s Syndrome and Disintegrative psychosis. The causes are unknown but may be linked to issues with the brain and nervous systems with some researchers suggesting it is some form of childhood dementia.
First discovered by Dr. Theodor Heller in 1908, Dr. Heller began publishing articles on his observation of children’s medical history in which he reported that in certain cases, children who were developing normally began to reverse at a certain age.
Signs and Symptoms
Children begin to show significant losses of earlier acquired skills in at least two of the following areas:
Lack of play
Loss of language or communication skills
Loss of social skills
Loss of bladder control
Lack of motor skills
The following characteristics also appear:
Repetitive interests or behaviors
Due to the small number of reported cases, it is included in the broad grouping of autism spectrum disorder in DSM-V under pervasive developmental disorder (PDD). Although grouped with the autism spectrum disorder diagnosis, there are distinct differences. For example, children with CDD were more likely to be diagnosed with severe intellectual disability, epilepsy and long term impairment of behavior and cognitive functioning.
According to IDEA’s definition, visually impairment is defined as including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness. There are 3 types of blindness including The types of vision impairments are low visual acuity, blindness, and legal blindness (which varies for each country): Low visual acuity, also known as moderate visual impairment, is a visual acuity between 20/70 and 20/400 with your best corrected vision, or a visual field of no more than 20 degrees.
The following articles and links provide resources on teaching students with visual impairments.
The following are articles that provide tips and resources on teaching students with visual impairments.
Today is Global Developmental Delay Awareness Day. It is recognized the year on the first Friday during the month of May.
What is Global Developmental Delay (GDD)?
Global Developmental Delay is an umbrella term used when children are significantly delayed in their cognitive and physical development and do not meet their developmental milestones in one or more of the development categories. the diagnoses is often used for children under the age of 5 years who are unable to meet benchmarks in intellectual functioning. It is also used when children are not diagnosed with a specific disorder of disability. There are some cased where children may be identified to have a disability however, the type of disability may not be known during the early onset of the disability.
Parents are typically the first to notice their child is not reaching milestones. as professionals, we should equally pay attention when children appear to be delayed in the area of motor, cognitive, speech and social and emotional development and bring it to the attention of parents so the child can be evaluated.
Click below to receive a free copy of the Global Developmental Delay Fact Sheet
Passover,m also known as Pesach is the Jewish festival celebrating the exodus of the Israelite’s from Egyptian slavery. There are craft ideas in the link below that are fun as well as improving fine motor skills including writing, cutting, gluing, painting and buttoning.
Other skills developed from these activities include attention to task, following directions, following two- step commands, and listening.
Teaching individuals to count is an early prerequisite to working on money skills. Before starting to work on a counting goals, students should be able to count numbers 1- 100. Make sure to break any counting activities into short, easy-to-manage steps and provide clear expectations.
Here are some fun fine motor activities to do with your students. Children and adults with special needs often face challenges with coordination of the small muscles that affect writing, and grasping objects. These activities will help students both strengthen and maintain abilities in fine motor control and dexterity. For these activities, you will need the following supplies: