2B Exemplar
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School
South Texas College *
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Course
2
Subject
Communications
Date
Jan 9, 2024
Type
Pages
3
Uploaded by cantudiana98
Step 1:
Please review Sharon’s Story that includes a depiction of students with Multiple Disabilities. Step 2:
Based on the tips for teachers that were provided at this link https://www.parentcenterhub.org/multiple/ write a one page paper on what you found useful with the tips outlined, and how you could use those strategies in your classroom. If there are tips that you did not find useful and would not utilize in your classroom include those in your paper with a detailed rationale. Are there teacher tips that are not provided in the list that you would utilize to instruct students with Multiple Disabilities?
Step 3:
•
Save your completed assignment as a .doc, .docx, or .rtf file. •
Click on the title of this lesson (above) to enter the assignment submission area and submit your completed assignment. Points possible – 100 points
Sharon’s Story Sharon is an active five year old who loves to spend time with her grandmother. She also loves to finger-paint and play with the family dog. Sharon has multiple disabilities. When she was born, she didn’t get enough oxygen. As a result, she has an intellectual disability, problems with mobility, and a speech impairment that makes it hard to understand what she’s saying. That doesn’t stop Sharon from chattering, though. She has a lot to say. For Sharon’s parents, it’s been a long road from Sharon’s birth to today. When she was just a baby, she began receiving special services called
early intervention
. These services help children with disabilities from birth to their third birthday. In early intervention, Sharon learned to crawl and to stand and—finally!—to walk with braces. Now in preschool, Sharon receives special education services
. Like early intervention, these services are meant to address her special learning needs. Her parents are very involved. They sit down often with the preschool staff and talk about Sharon’s progress. The team also talks about Sharon’s challenges and how to address them. Last week, for example, Sharon got a picture board to help her communicate. She’s busy learning to use it. Sharon’s parents know that Sharon will always need some support because of her multiple disabilities. But her parents also know how determined Sharon can be when she’s learning something new. She’s going to learn it, by golly, there’s no stopping her.
References 1
Watson, S. (n.d.).
Tips for working with students with severe handicaps: Severe handicaps in the inclusional setting
. Retrieved January 4, 2013 from: http://specialed.about.com/od/physicaldisabilities/a/severe.htm
2
Data Accountability Center. (2012, August). Table B1-2. Number of children ages 3 through 5 served under IDEA,
Part B, by disability and state: Fall 201
1. Rockville, MD: Author. 3
Data Accountability Center. (2012, August). Table B1-3. Number of students ages 6 through 21 served under IDEA,
Part B, by disability and state: Fall 2011
. Rockville, MD: Author. 4
Federal law at 42 USC §12102 defines “major life activities” as follows: “major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working.” Exemplar: After reviewing Sharon’s story, I feel like I have a much better understanding of multiple disabilities. The cause of this can range from premature birth to genetic abnormalities to even trauma from an accident. I think the most profound takeaway from this article is that early intervention is key for students with special needs. Early intervention is a variety of services that are offered from birth to age 3. IDEA requires that these services be available to parents in all states. Pediatricians are a great resource for parents, and have lists of providers available. I feel that open lines of communication are necessary for success. The parent must be open to appointments with interventionists, educators and administrators at the school. Sharon has clear goals in place, so that her progress can be tracked regularly. New learning tools are also being utilized in the classroom, so that Sharon can make strides with communicating her wants/needs. With regards to ineffective classroom practices, my stance is always
that if the tool, delivery, or method doesn’t work for the child – then a change must be made. Special education must be tailored to meet the needs of each diverse student. Closed lines of communication would also not be helpful to Sharon. The teachers and parents must collaborate often to ensure that Sharon is receiving the best education possible.
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