| CODE | INE1716 | |||||||||
| TITLE | Including Students with Multiple Disabilities | |||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | |||||||||
| MQF LEVEL | 5 | |||||||||
| ECTS CREDITS | 4 | |||||||||
| DEPARTMENT | Inclusion and Access to Learning | |||||||||
| DESCRIPTION | People with severe disabilities are those who traditionally have been labelled as having severe to profound mental retardation. They require ongoing, extensive support in more than one major life activity in order to participate in inclusive community settings and enjoy the quality of life available to people with fewer or no disabilities. They frequently have additional disabilities, including movement difficulties, sensory losses, and behaviour problems. This study-unit will deal with the inclusion of students with multiple disabilities in ordinary schools backed by a transdisciplinary team which is the core for community based instruction. Members of the team will share their experiences. By the end of this study-unit students will be introduced to assessment procedures of needs in four major areas: medical, domestic, leisure/recreational, community, and vocational; understand medical, educational, social and vocational implications; be able to help identify functional objectives (objectives which will result in the learner’s increased skill and independence in dealing with the routine activities of his/her life); be able to help implement instruction which should include: Expression of choice; Communication; Functional skill development; Age-appropriate social skills training; Become acquainted with COACH and write a child’s profile after observation at home, school and in the community. Study-Unit Aims: This study-unit aims to assist the students to: - Familiarise themselves with the world of persons with physical and multiple impairment; the definition and characteristics of physical and multiple impairment, the implications on intellectual and emotional development and adaptive behaviour, and effects on the family, schooling and community life; - Familiarise themselves with the necessary tools and strategies for the inclusion of students with physical and multiple impairment in ordinary schools backed by a transdisciplinary team; - Familiarise themselves with different members of the transdisciplinary team and their respective roles. Learning outcomes: 1. Knowledge and understanding: By the end of this study-unit the student will be able to: - Define the meaning of physical and multiple impairments and list the main causes and effects on the learner’s development; - Reproduce the major characteristics of transdisciplinary team work and conductive education; - List the different types of support a learner with physical and multiple impairment may need to be included in school and the subsequent adaptations needed; - List and define the major steps to complete COACH; - Answer common questions about COACH; - List the Valued Life outcomes as defined in COACH; - List the various Domains and Subdomains in the Vineland Adaptive Behaviour Scale; - Recognize teaching objectives which are educationally necessary and essential as opposed to discipline specific goals with regard to learners with physical and multiple disabilities; - List the essential ingredients which make up an IEP document for the inclusion of learners with physical and multiple impairment and their access to the general curriculum according to UDL principles; - Name different AAC devises which may be used as an inclusive tool; - List the strengths and needs of a learner with physical impairment according to the UDL framework; - Recognise different seating arrangements; - Recognise different adaptations to access technology; - Recognise what facilitates the development of Self-determination and quality of life. 2. Skills: By the end of the study-unit students will be able: - Observe and analyse the effects of physical and impairment and the effects on the leaner’s development; - Analyse critically different types of teams involved with learners with physical and impairment; - Compare the team supporting the child under observation with the transdisciplinary team; - Identify the different types of support a learner with physical and multiple impairment may need to be included in school and the subsequent adaptations needed; - Administer the major steps to complete COACH with parents/carers; - Fill in the Vineland adaptive behaviour scales together with the child’s parents/carers; - Choose teaching objectives which are educationally necessary and essential as opposed to discipline specific goals; - Together with the child’s parents and teacher/s design an IEP document for the inclusion of learners with physical and multiple impairment and their access to the general curriculum and beyond; - Include the necessary AAC devises which may be used as an inclusive tool with the child under observation; - Explore and list the strengths and needs of the learner with physical and multiple impairment according to the UDL framework; including seating arrangements; adaptations to access technology; and beyond schooling; - Implement programmes for the development of Self-determination and quality of life. Required Text: - Orelove, F.P.,Sobsey, D., Gilles D.L., Turnbull A., Turnbull H.R., (2017) Educating children with multiple disabilities: A collaborative approach (5th edition). Paul H. Brookes Publishing Co., Baltimore, Maryland. - Giangreco M.F., Cloninger C.J. & Iverson V.S. (2011) Choosing outcomes and accommodations or children (3rd Edition). Paul H. Brookes Publishing Co, Baltimore, Maryland. - Disabling segregation: Dan Habib at TEDxAmoskeagMillyard: https://www.youtube.com/watch?v=izkN5vLbnw8 - A Gift From Hungary - Conductive Education: https://www.youtube.com/watch?v=NWQn9BKMULk - Evidence based practices with students with severe and multiple disabilities https://prezi.com/ylvntlwitcoy/evidence-based-practices-for-students-with-severe-and-multiple-disabilities/ - Profound intellectual and multiple disabilities https://www.youtube.com/watch?v=0MAsTRaR404 |
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| ADDITIONAL NOTES | This study-unit is only offered to Diploma in Facilitating Inclusive Education students. | |||||||||
| STUDY-UNIT TYPE | Lecture and Seminar | |||||||||
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| LECTURER/S | Simon Attard Montalto Nathalie Buhagiar Mark Farrugia Marica Gatt Cathleen Mazzacano DAmato Elena Tanti Burlo' (Co-ord.) Elena Dolores Zahra |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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