INST 210 1st Edition Lecture 24 Outline of Last Lecture I. Characteristics of IDs,II. Discussion, Outline of Current Lecture I. Defining multiple disabilities,II. Characteristics of individuals with MDs,III. Evidence-based practice,IV. Physical disabilities and other health impairmentsCurrent LectureI. Defining multiple disabilitiesa. When a student has more than 1 disability occurring at the same time, concomitant impairments. b. Many times when we think of multiple disabilities, like cerebral palsy and an intellectual disability, but that is not always true. The student could have several lesssevere disabilities but requires the student to have severe educational needsc. Severe educational need = a student requires needs that go beyond what the majority of students need in the classroomd. Describe the characteristics you would expect in individuals with multiple disabilities:deficits that you won't see in typically developing children or in a child with one disabilityII. Characteristics if individuals with multiple disabilities:i. Lower intellectual functioning, Challenges with adaptive skills, Challenges with motor development, sensory functioning (visual impairment, hearing impairment, etc), and communication skills.ii. An adaptive skill a child might need may be learning how to eat properly, toileting, self-care. This is common in a life skills classroomiii. As far as social skills, these students are typically in the sped classroom so they will likely be behind as far a socializing with peers. iv. A service dog may be helpful in some life skills such as doing laundry or other daily tasks. Dogs are really matched to the needs of the individualv. Jonas’ teacher has noticed his test scores are not representative of his knowledge or skill level. Which might be a better assessment for Jonas? --portfolio-based assessment (other things to judge what a student has learnedrather than having them sit and take a paper/pencil or computer-based test)These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.III. Evidence-based practices:a. Instructional strategiesi. Partial participation includes having the child do as much as they can to participate, in a way that their needs allowii. Self-monitoring strategies-- giving students some ownership over their learning, such as having a student use a schedule and move the timer on their own, allowing the student to give themselves a check after completing a task rather than waiting for the teacherb. Related support and servicesi. AAC = alternative and augmentative communication. ii. Assistive technology allows students to do tasks on their own that normally they would be dependent on someone else to do. Gives student a different level of independence and freedom, so students with pretty significant disabilities can do things on their ownIV. Physical disabilities and Other Health Impairments (OHIs):a. To avoid students thinking of themselves primarily in terms of their disability, it is important to teach them disability awareness. Being aware of your disability will help you with functional skills and self-awareness. This also helps students in collegesince idea will not continue after high school. Students need to know what areas they are strong in and what areas they may need assistance inb. Crucial if a student in your classroom has a piece of assistive technology, you need toknow how it works so that you can help them and be better able to communicate with them!c. If you have a student who qualifies under IDEA, you must read their IEP. It is a legallybinding document and you are responsible for their