Children with Severe and Sensory Disabilities
From Teach SSD
Contents |
Children who are Blind or Visually Impaired
The Individuals with Disabilities Education Improvement Act (IDEA, 2004) defines visual impairment, including blindness as, impairment in vision that, even with correction, adversely affects a child's educational performance. The term visual impairment includes both partial sight and blindness [Sec. 300.8(c)(13)]. Approximately 10% of children with visual impairments are blind. This means they are unable to rely on their vision for learning.
Children with visual impairments share many of the same abilities, interests, and goals as other children. What is unique about them, is how their visual impairment affects their learning. The academic success of children with visual impairments greatly depends upon their receipt of a Free and Appropriate Public Education (FAPE). FAPE, for children with visual impairments entails that they receive the same core academic instruction provided to their peers without disabilities, as well as receive instruction in expanded curricular areas such as: a) compensatory or functional academic skills, including communication and literacy modes, b) self-determination, c) orientation and mobility, d) use of technology, e) visual efficiency, f) independent living, g) social skills, h) transition planning/career education, and/or i) recreation and leisure skills. These expanded core areas are referred to as the Expanded Core Curriculum for Children with Visual Impairments (ECC).
The majority of children with visual impairments receive their education in general education classrooms. Within this setting, a teacher or itinerant teacher of the visually impaired (TVI) is able to provide them with individually designed specialized services that address the impact of their visual loss on learning. TVIs are critical educational team members for children with visual impairments. Visit Serving Students with Visual Impairments: The Importance of Collaboration.
To learn more about the educational needs of children with visual impairments, the ECC, or about the role of a TVI, please visit:
• NCSSD’s Issues in the Field of Blindness and Low-Vision
• The Expanded Core Curriculum for Children with Visual Impairments or American Foundation for the Blind's version • The Role of Teachers of Students with Visual Impairments
Children who are Deaf or Hard-of-Hearing
IDEA (2004) defines deafness as a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child's educational performance [Sec. 300.8(c)(30)].
The ability to acquire language and communicate with others is instrumental to learning. Both of these areas are affected for children who are deaf of hard of hearing, and therefore, learning is also affected. Children who are deaf or hard of hearing often experience insufficient amounts of exposure to language and experience limited conversational exchanges. A lack of rich language exposure and/or practice can negatively impact these children’s ability to succeed in academic and social environments. While advances in infant hearing screenings have improved the early identification and subsequent provision of early intervening services for these children, they continue to academically lag behind their peers without disabilities, as well as, experience poor post-school outcomes.
A primary goal for children who are deaf or hard of hearing, as well as for their families, is consistent exposure and use of language across multiple environments. This is accomplished by selecting a communication mode that works well for individual children and their families. Please see Communication Options for more information. Consistent experience with language for children who are deaf or hard of hearing fosters their development across multiple areas (e.g., social, emotional, cognitive, and academic) and ultimately increases their ability to experience successful post-school outcomes. The opportunity to support the linguistic development, academic achievement and post-school success of children who are deaf or hard of hearing is one of a multitude of rewarding experiences of being a Teacher of the Deaf or Hard of Hearing. To learn more about the field of deaf education, we encourage you to read:
• NCSSD’s Issues in the Education of Children who are Deaf or Hard of Hearing
• Also recommended is the publication, Meeting the Needs of Students Who Are Deaf or Hard of Hearing Educational Services Guidelines.
Children who are Deaf-Blind
IDEA (2004) defines deaf-blindness as a concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
Children who are deaf-blind require specialized educational services capable of addressing the combined impact of their vision and hearing loss. These specialized educational services go beyond the educational services designed for children who are visually impaired, deaf or hard or hearing or for children with multiple disabilities. It is critical that children who are deaf-blind receive consistent and complete access to information so that they can learn and participate in their schools and communities. Teachers and families of children who are deaf-blind must work together to maintain high expectations and create an accessible, language rich, interactive world for these children. To learn more about deaf-blindness, the education of children who are deaf-blind or how to become a teacher of children who are deaf-blind, please visit:
• DB-LINK/ DB-LINK at the National Consortium on Deaf-Blindness
Children with Significant Support Needs
IDEA (2004) defines multiple disabilities as concomitant impairments (such as mental retardation-blindness or mental retardation-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness [Sec. 300.8(c) (7)].
When we speak of children with significant support needs, we are referring to children who have severe cognitive or multiple disabilities. These children generally require extensive ongoing support in order to learn and participate in school and community settings. Supports include alternative teaching strategies, adaptive materials and equipment, modifications and accommodations to access curriculum, assistive technology, peer supports and related services. Consideration of children’s’ cognitive, sensory, and physical abilities, social and behavioral concerns, and personal interests are critical for teaching. Viewing children holistically and supporting active learning through meaningful instruction is an inspiring and creative process for teachers of children with significant support needs.
Children who have significant support needs receive their education in public and private specialized schools across the nation. These children may be included in general education classrooms with necessary supports or they may attend separate classrooms for part or all of the school day. The inclusion of children with significant support needs in general education classrooms has experienced some controversy. This may be because administrators, educators and families vary in their views about what effective inclusion looks like for these children. Despite the controversy however, there is evidence that these children can successfully be included in their schools and communities. To learn more about the specific issues around educating children with significant support needs, please read:
• Issues in Severe Disabilities
Low-Incidence Disabilities
The term low-incidence disabilities is found within IDEA (2004) and refers to children with: (a) visual impairment, (b) hearing impairments, (c) concomitant visual and hearing impairments or deaf-blindness, (d) significant cognitive impairments, or (e) any impairment for which few personnel have highly specialized skills and knowledge to provide children with the impairment early intervention or a free appropriate public education [Title I (D)(662)(c)(3)]. The term low-incidence is used because compared to the numbers of other children with disabilities; there are smaller numbers of children with the aforementioned disabilities. Regardless of numbers however, children with low-incidence disabilities maintain their rights for a free and appropriate public education through the provision of special education and related services.
National Center on Severe and Sensory Disabilities (NCSSD)
The National Center on Severe and Sensory Disabilities has a mission to improve the nation’s capacity to teach children who have severe and sensory disabilities. We understand that children with severe and sensory disabilities will become productive and valuable adult community members. NCSSD would like to extend an invitation and encourage individuals who are interested in improving the lives of others, to consider becoming an educator or related service provider of children who are visually impaired, deaf or hard of hearing, deaf-blind or children who have significant support needs.
