12.5: Identifying Students with Severe Disabilities
- Page ID
- 178880
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)
( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\id}{\mathrm{id}}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\kernel}{\mathrm{null}\,}\)
\( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\)
\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\)
\( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)
\( \newcommand{\vectorA}[1]{\vec{#1}} % arrow\)
\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow\)
\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vectorC}[1]{\textbf{#1}} \)
\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)
\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)
\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
Severe disabilities, especially those disabilities that are congenital (i.e., present at birth), are usually identified by medical professionals before a child begins school. Assessments to identify young children with severe disabilities include neonatal screening, medical evaluations, and developmental assessments. In addition, a social worker may be employed to evaluate the needs of a family with a child who has severe disabilities (e.g., health care, child care, food assistance). However, some genetic conditions (e.g., Tay–Sachs disease) are not evident at birth and may develop over time. In addition, a physical or sensory disability could lead to a secondary disability, such as a communication disorder, if a child does not receive appropriate early intervention services. Therefore, multiple and severe disabilities may emerge as a child develops.
Once a child enters school, the child and family will be engaged in the special education referral process, which may include multiple assessments based on the student’s needs. The focus for students with severe disabilities is often on their ability to function in various environments (e.g., school, home, community) and what interventions they need to function as independently as possible (e.g., augmentative or alternative communication systems, orientation and mobility assistance, and school-based health services) (Smiley et al., 2022). See Chapters 7 and 8 for a discussion on the identification of students who are blind or have low vision and for students who are deaf or hard of hearing.
Smiley, L. R., Richards, S.B., & Taylor, R. (2022). Exceptional students: Preparing teachers for the 21st century (4th ed.). McGraw Hill.