Introduction to Students with Severe Disabilities – Click Here for Available Issues
NASET is proud to offer a new series devoted exclusively to students with severe disabilities. This series will cover all aspects of students with severe disabilities focusing especially on understanding this population and what skills and information are necessary if you are asked to teach this population of students. However, in order to understand who is included in this population we must first clarify several concepts, definitions, and foundational issues.
At the end of this series you should:
- Understand concepts and definitions, prevalence, and causes of severe/profound disabilities.
- Understand the legal rights of persons with severe/profound disabilities.
- Have knowledge of curriculum based assessment and task analysis with children with severe disabilities.
- Have knowledge of various public school and community agencies and the types of services they provide.
- Have knowledge of the physical, cognitive, and learning characteristics of persons with severe/profound disabilities
- Recognize the differences between key historical and current philosophies of services, curriculum, and instruction for students with profound disabilities.
- Understand major concepts included within curriculum for students with severe/profound disabilities, i.e. integrated curriculum sequencing (daily routines), functional life routines, partial participation, choice making, community referenced instruction.
- Identify components of Individual Educational Plans for students with severe/profound disabilities and procedures for conducting person-centered planning..
- Develop instructional strategies and tactics for teaching the acquisition of new behaviors and skills to students with severe/profound disabilities (i.e. prompting procedures, shaping, reinforcement schedules, materials adaptations, etc.).
- Develop instructional strategies and tactics for teaching the generalization and maintenance of skills.
- Identify major types of challenging behaviors and the appropriate use of positive behavioral support procedures.
- Understand and use different forms and types of data collection including direct measures of behavior, anecdotal records, and portfolio development and assessment.
- Develop skills for independently seeking information about educational and related services for students with profound disabilities.
- Develop an awareness of assistive technology options for students with severe disabilities
As you progress through this series, you will be presented with principles, foundations, classroom management techniques and other practical factors for working with students with severe disabilities.
Issue #4: The Special Education Process: Assessment, Diagnosis, Classification and Placement of a Child with a Suspected Disability-Part II
All parts in this series
54 parts, in order
- Issue #1: Exceptional Students
- Issue #2: Seven Major Principles under IDEA
- Issue #3: The Special Education Process – Part I
- Issue #4: The Special Education Process Part II: Assessment, Diagnosis, Classification and Placement of a Child with a Suspected Disability – Part II
- Issue #5: Early Intervention Services
- Issue #6: Related Services for Children with Severe Disabilities Part I
- Issue #7: Related Services for Children with Severe Disabilities Part II
- Issue #8: Accommodations, Modifications and Supports for Students with Disabilities
- Issue #9: Transition Services Part I
- Issue #10: Transition Planning – A Team Effort: Part II
- Issue #11: Transition Planning on the IEP: Part III
- Issue #12: Self Determination Part IV
- Issue #13: Record Keeping During the Transition Service Part V
- Issue #14: Vocational Training in the Transitino Process – Part VI
- Issue #15: Employment Planning
- Issue #16: Social and Sexual Issues During Transition
- Issue #17: Travel Training
- Issue #18: Travel Training – Part B
- Issue #19: Recreation and Leisure Activities
- Issue #20: Assistive Technology
- Issue #21: Residential Placement Optiions
- Issue #22: Post-Secondary Options in Transition Services
- Issue #23: Financial and Health Issues
- Issue #24: Legal Issues in the Transaction Phase
- Issue #25: Tables, Charts, Statistics and Other Important Links on Transition Services
- Issue #26: Individualized Family Service Plan (IFSP)
- Issue #27: Visual Impairment
- Issue #28: Hearing Impairment: An Overview
- Issue #29: Comprehensive Overview of Other Health Impairments
- Issue #30: Comprehensive Overview of Traumatic Brain Injury
- Issue #31: Overview of Emotional and Behavioral Disorders
- Issue #32: Autism Spectrum Disorders ( Pervasive Developmental Disorders)
- Issue #33: Overview of Autism Spectrum Disorders
- Issue #34: Comprehensive Overview of Intellectual Disability
- Issue #35: Least Restrictive Environment Placements
- Issue #36: Assistive Technology
- Issue #37: Residential Placement Options for Individuals with Severe Disabilities Part I
- Issue #38: Residential Placement Options for Individuals with Severe Disabilities Part II
- Issue #39: Residential Placement Options for Individuals with Severe Disabilities Part III
- Issue #40: Curriculum Accommodations
- Issue #41: Strategies for Social Skills for Students with Autism Spectrum Disorder
- Issue #42: Structured Teaching: Strategies for Supporting Students with Autism?
- Issue #43: Behavior and Discipline Issues for Students with ASD
- Issue #44: Increasing Expressive Skills for Verbal Children with Autism
- Issue #45: Collaborating with Parents of Children with Autism
- Issue #46: Examples of IEP Goals and Objectives: Suggestions for Students with Autism
- Issue #47: Working with the Child with an Emotional Disturbance in the Classroom
- Issue #48: Teaching Students with Intellectual Disabilities
- Issue #49: Learners with Traumatic Brain Injury (TBI)
- Issue #50: Comprehensive Overview of Speech and Language Impairments
- Issue #51: Respite Care
- Issue #52: Multiple Disabilities
- Issue #53: Social Skills for Students with Moderate to Severe Disabilities: Can Community Based Instruction Help?
- Issue #54: Facilitating Transition from School to Adulthood for Students With Mild To Severe Intellectual Disabilities: A Literature Review