Low-Incidence Disabilities- Severe-Multiple Disabilities Deaf-Blindness and Traumatic Brain Injury

Low-Incidence Disabilities- Severe-Multiple Disabilities Deaf-Blindness and Traumatic Brain Injury

Low-incidence disabilities, Severe multiple disabilities, deaf-blindness, and traumatic brain injury, are common types of disabilities affecting learners today. These are learners with multiple disabilities who might experience difficulties learning in a regular classroom setting. The author advocates the importance of collaboration between teachers and parents as the only way to build an inclusive classroom. Therefore, this discussion aims to analyze what Chapter 12 covers on low-incidence disabilities, Severe multiple disabilities, deaf-blindness, and traumatic brain injury.

What the Chapter Covers

The chapter covers various strategies that could be implemented to help learners with low-incidence disabilities, Severe multiple disabilities, deaf-blindness, and traumatic brain injury. Learners with multiple disabilities experience difficulties learning in a regular classroom setting. As such, the author advocates the importance of evidence-based instruction and positive behaviour support to help build an inclusive learning environment for learners with this type of disability (Heward, 418). However, the first step towards embracing learners with these disabilities should start with teachers understanding the characteristics displayed by students with severe and multiple disabilities. Some common characteristics in these learners include slow acquisition of skills, limited communication skills, and a deficit of self-expression skills (Heward, 342). The following are some of the important points to note from the chapter.

Learners with multiple disabilities experience difficulties learning in a normal classroom setting.

Collaboration between teachers and parents is the only way to build an inclusive classroom.

Teaching learners with low-incidence disabilities requires evidence-based instruction and positive behaviour support.

The first step towards embracing learners with these disabilities should start with teachers understanding the characteristics displayed by the learners with these types of disabilities.

Common behaviour patterns shown by learners with multiple disabilities include slow acquisition of skills, limited communication skills, and a deficit of self-expression skills.

There are various causes of severe disabilities.

Most learners with these disabilities are those with traumatic brain injuries.

Brain injuries could lead to slow knowledge acquisition.

Teachers should develop a curriculum that addresses the educational needs of learners with multiple disabilities.

Teachers should also prioritize instructional strategies that target the needs of these learners.

Work Cited

Heward, William L., and Charles L. Wood. Exceptional children: An introduction to special education. Pearson Education/Merrill/Prentice Hall, 2012.

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Read Chapter 12: Low-Incidence Disabilities: Severe/Multiple Disabilities; Deaf-Blindness; and Traumatic Brain Injury. After reading Chapter 124, you will need to write a paragraph (8-10 sentences) for the chapter generally describing what the chapter covered, and then list 10 ideas/concepts that you learned while reading.

Low-Incidence Disabilities- Severe-Multiple Disabilities Deaf-Blindness and Traumatic Brain Injury

Please number your list of items you learned so that it is easy to see that you have met the requirements.
The book is named: Exceptional Children: An Introduction to Special Education. 10th Edition. Heward, W.L. (2012)