Teaching Students with Disabilities part 2

Teaching Students with Disabilities part 2

This is the second of a 2 part series on discussing different disabilities and how the Texas Education Law supports them. The focus will be on fetal alcohol syndrome, Prader-Willi Syndrome and Dual Diagnosis (Multiple Disabilities).

• Fetal Alcohol Syndrome (FASDs)- There are a range of Fetal Alcohol Spectrum Disorders that are from prenatal alcohol exposure. Fetal Alcohol Syndrome is the most severe condition on the spectrum, FASDs form the largest class of birth impairments that can be 100% prevented by not consuming alcohol during the pregnancy. The CDC reports show that FAS occurs 0.2 to 1.5 per 1,000 live births in the United States. FAS is determined by 4 criteria which include: abnormal face features; lower-than-average height, weight or both; central nervous system problems; and prenatal alcohol exposure.2 There has not been a determination of the amount of alcohol that is required to cause FAS. However, it is proven that the most critical impact on the unborn child is throughout the first trimester. Brain development is particularly sensitive and the alcohol can diminish the amount of cells that are produced. If consumed in later stages of pregnancy, the alcohol can result in fetal distress, reduced growth, poor CNS development, or miscarriage.2 Immediate developmental delays are presented as: trouble sleeping; irritable or restless; difficulty sucking. Within the first 2 years of life, speech and language development delays are seen. Other problems are: difficulty with math skills, planning, sequencing, and self-monitoring, as well as developing appropriate social interactions. Behavioral and emotional problems can occur as well.

• Texas Educational Law Texas Educational Law Eligibility “Intellectual disability. A student with an intellectual disability is one who has been determined to meet the criteria for an intellectual disability as stated in 34 CFR, §300.8(c)(6). In meeting the criteria stated in 34 CFR, §300.8(c)(6), a student with an intellectual disability is one who:

• (A) Has been determined to have significantly sub-average intellectual functioning as measured by a standardized, individually administered test of cognitive ability in which the overall test score is at least two standard deviations below the mean, when taking into consideration the standard error of measurement of the test; and

• (B) Concurrently exhibits deficits in at least two of the following areas of adaptive behavior: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, and safety.”1

• Prader-Willi Syndrome (PWS)- PWS is not inherited, but it is caused by a chromosomal anomaly on chromosome number 15 and occurs in 1 of every 10,000 births; and it is a moderate disability (IQ ranges from 40 to over 100). Common characteristics include propensity for overeating, obesity, ADHD and low muscle tone. Infants will show extreme hypotonia, a weak cry, poor sucking and swallowing, and little interest in food.2 Between the ages of 1 to 3 they will develop insatiable appetites, they will want to eat continuously and develop life-threatening obesity. They will show a delay in psychomotor activity, cognitive delay, and emotional-behavioral problems. People with PWS are short in stature, have small hands and feet and underdeveloped sexual organs. Children show delays in motor skills and will walk later than most. Speech and language development issues are seen as well. Some common behavioral characteristics include compulsive behavior, excessive sleeping, stubbornness, obsessions, temper tantrums and impulsivity.2 Interventions should focus on weight management, positive behavior support; educational development will focus on planning transition. If weight can be managed then a normal life expectancy is possible; if not, then obesity can lead to other complications such as lung and heart disease, diabetes, high blood pressure and others. “Their hunger is painful and constant, and leads to an unceasing pursuit of food.”2

• Texas Educational Law Eligibility  “Multiple disabilities.
• (A)  A student with multiple disabilities is one who has been determined to meet the criteria for multiple disabilities as stated in 34 CFR, §300.8(c)(7). In meeting the criteria stated in 34 CFR, §300.8(c)(7), a student with multiple disabilities is one who has a combination of disabilities defined in this section and who meets all of the following conditions:
• (i)  the student's disability is expected to continue indefinitely; and
• (ii)  the disabilities severely impair performance in two or more of the following areas:
• (I)  psychomotor skills;
• (II)  self-care skills;
• (III)  communication;
• (IV)  social and emotional development; or
• (V)  cognition.

• (B)  Students who have more than one of the disabilities defined in this section but who do not meet the criteria in subparagraph (A) of this paragraph must not be classified or reported as having multiple disabilities.”1

• Multiple Disabilities or Dual Diagnosis- Having one or more disabilities including physical, sensory, in addition to having intellectual disabilities. This term does not refer to a specific syndrome however those with multiple disabilities usually have other health problems that complicate their disabilities. These students are likely to engage in stereotyped behaviors including hand flapping, self-injurious behaviors like head banging or loud vocalizations.2 Many students with multiple disabilities benefit from using alternative or augmentative devices.

• Texas Educational Law Eligibility  “Multiple disabilities.
• (A)  A student with multiple disabilities is one who has been determined to meet the criteria for multiple disabilities as stated in 34 CFR, §300.8(c)(7). In meeting the criteria stated in 34 CFR, §300.8(c)(7), a student with multiple disabilities is one who has a combination of disabilities defined in this section and who meets all of the following conditions:
• (i)  the student's disability is expected to continue indefinitely; and
• (ii)  the disabilities severely impair performance in two or more of the following areas:
• (I)  psychomotor skills;
• (II)  self-care skills;
• (III)  communication;
• (IV)  social and emotional development; or
• (V)  cognition.

• (B)  Students who have more than one of the disabilities defined in this section but who do not meet the criteria in subparagraph (A) of this paragraph must not be classified or reported as having multiple disabilities.”1

References:

119 TAC Chapter 89, Subchapter AA. Retrieved June 19, 2016, From http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089aa.html

2Westling, D. L., Fox, L., & Carter, E. W. (2015). Teaching students with severe disabilities (5th ed.) Boston: Pearson