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Procedural Techniques for The New Special Education Teacher .

Procedural Techniques for The New Special Education Teacher . New teachers that make the commitment to work with Multiply handicapped students have a challenging job ahead of them.

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Procedural Techniques for The New Special Education Teacher .

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  1. Procedural Techniques for The New Special Education Teacher.

  2. New teachers that make the commitment to work with Multiply handicapped students have a challenging job ahead of them. We have studied many different disabilities as special educators but this job will allow us to put the theories that we have learned about into practice.

  3. Our students are Multiply Handicapped and this means that they have physical challenges mainly Cerebral Palsy, some of our students have Spina Bifida or Muscular Dystrophy. Our students also have severe or profound Intellectual disabilities. The minority of students are also deaf and blind.

  4. Students with Multiple Disabilities are students that have an IEP(Individualized Education Plan) This allows the special educator to develop an educational plan that is tailored for an individual student’s needs. Many of our students have attention span deficits and we know as educators that we need to keep the environment stimulating for these students, but not over stimulating. If the environment is to busy with to many colors and wall decorations the students are not able to attend and focus in on the lesson at hand.

  5. Most of our Multiply Handicapped students are non-verbal or minimally verbal so we need to collaborate with other \ professional team members to help us choose the best AAC device(Augmentative Alternative communication Device) for our students to use throughout the day across all curriculum areas. We are Special Educators so we will assess the student’s cognitive abilities but a team approach is the best way to teach our students.

  6. The Speech/Language Therapist is the professional that we should collaborate with to get information on the our students receptive, expressive language skills. The Speech Therapist is also an expert at cognitive and communication skills. The Occupational Therapist can give us information on how the student can best access the device. The hand is the most preferred way to access a device but a child with sever Cerebral Palsy may access better with their head, foot, or knee.

  7. The physical Therapist should be collaborated with to help us position the student in their equipment in the classroom and other setting in the school to best access the communication device that is chosen.

  8. Many of our Multiply Handicapped students have Receptive Language Deficits which means that they have difficulties following verbal commands, identifying vocabulary, auditory comprehension and processing difficulties. We need to use Mayer Johnson symbols and photos for our students because many of them don’t read. Board maker is a great computer software program that enable the classroom teacher to create a wide variety of visuals for our students.

  9. Students with Expressive Language deficits have no way to express or communicate their basic needs and desires. Some students are non-verbal or minimally verbal that is why it is important that all team member collaborate to find the best possible communication system for these students.

  10. It is important to be familiar with the challenges that our Multiply Handicapped students present. Let’s review the different types of Cerebral Palsy. • Spastic Cerebral Palsy: Tight or stiff limbs one limb or all four limbs can be involved. Students can be as sever as having spastic quadriplegic. • Athetoids have mixed tone which could be a mixture of tight and floppy limbs at different times. • Flaccid Cerebral Palsy is a floppy rag doll like type of limbs.

  11. References Advance for Speech Pathologists & Audiologists June M. Lang BA, RRA(June 3, 1996) Special To Advance New Treatment Approved for Spasticity of Cerebral Palsy Advance for Speech Pathologists& Audiologist(July 7, 20011) By Jasna Cowan, MS, CCC-SLP, and John D. Michael, Michael,MD Receptive Language: Communication Therapy Back –and forth communication can be achieved by strengthening receptive language skills. Advance for Speech Pathologists & Audiologists Rebecca Eseinberg, MS, CCC -SLP (March 20,2008) Activities for AAC

  12. We also need to be aware of our students mental challenges if our students are severe they have an IQ OF 25 and if they are profound their IQ is 10. These IQ’s are very low but in spite of these students psychological IQ’s many of them have cognitive skills that are higher than their IQ’s suggest. That is why we have to make the best academic decisions for our students based on what we know and observe as Special Educators.

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