Educating Individuals With Severe Disabilities: A Special by Fred P. Orelove, Stacy K. Dymond
By Fred P. Orelove, Stacy K. Dymond
First released in 2001. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Extra info for Educating Individuals With Severe Disabilities: A Special Issue of exceptionality
Example text
Teasing, joking). Opportunities for these types of interactions occur during breaks in more structured activities, during recess and lunch or nutrition breaks, while transitioning from one class to another, right before and after school, and during cooperative learning and paired learning situations. Although students with severe and multiple disabilities may be part of the “action” and close to their peers without disabilities, they may be perceived as not being able to perform this function of communication.
1995). Augmentative and alternative communication systems used by people with cerebral palsy in Scotland: Demographic survey. Augmentative and Alternative Communication, 11, 26–36. Putnam, J. (1998). ). Baltimore: Brookes. , & York-Barr, J. (1997). ). Baltimore: Brookes. Sanchez-Fort, M. , Brady, M. , & Davis, C. A. (1995). Using high-probability requests to increase low-probability communication behavior in young children with severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 30, 151–165.
The process embodies four primary principles: teacher serving as team facilitator and coordinator of service delivery, collaborative teamwork and transdisciplinary service delivery (Orelove & Sobsey, 1996; Rainforth & York-Barr, 1997; Smith, 1990), functional assessment, and applied creative problem solving. The components of this process are presented in Figure 2 and provide a framework for team members to efficiently and effectively pool their expertise and focus CUSTOMIZING INSTRUCTION 137 FIGURE 1 Organization of transdisciplinary team approach with the classroom teacher as the primary service provider and team coordinator.