Supporting Children with Multiple Disabilities Book

Introduction: A Vision and Philosophy for Working with Children with Multiple Disabilities     1
Children with multiple disabilities     4
General facts     4
Perceptions and myths     4
Population     5
Terminology     6
Definitions     8
Meeting people with multiple disabilities     9
Key points     10
Possible problems     11
Disorders and delays     11
Problems related to medication     13
Eating problems     13
Other problems     15
Implications for multiple-disabled children     16
Common conditions     17
Syndromes     23
Specific problems for parents     24
Diet and behaviour     27
Key points     28
Developing effective communication skills     29
Role of an intervenor or intensive interaction     31
Identifying 'yes' and 'no'     38
Finding the key     39
Selecting a communication mode     39
Communication modes     40
Speech     40
Writing     41
Manual signs     41
Pictures orline drawings     43
Picture and symbol systems     43
Objects of reference     46
Communication Boards     48
Visual or Object Timetables     50
Personal Passports     52
Communication books     53
Tips for engaging in communication     54
Key points     54
Facilitating the use of sensory information and developing a multi-sensory curriculum     55
Function of the brain     55
Visual perceptual difficulties     58
Attention deficit hyperactivity disorder (ADHD)     58
Autistic spectrum disorder (ASD)     59
Asperger's Syndrome (AS)     60
Dyslexia     61
Dysgraphia     62
Dyscalculia     62
Dyspraxia     63
Oral dyspraxia     64
Visual Link Stress Syndrome     64
Prosopagnosia     67
Left-side dominance     67
Role of an Optometrist     68
The sensory system     68
Vision     68
Hearing     73
Smell     75
Taste     76
Touch     76
The vestibular sense      77
The proprioceptive sense     78
Sensory integration disorders     78
Multi-sensory curriculum     86
Key points     90
Assessment     91
Purposes of assessment     92
Types of assessment     92
General propositions     93
Evaluating assessment tools and procedures     93
Current approaches to assessment     94
Observation skills     96
Observation schedules     97
Task analysis     98
The ABC chart     99
Fixed interval sampling     100
Event sampling chart     101
Baselines     103
'P' Scales     103
Key points     104
Access to appropriate environments     105
The school building     105
A classroom environment checklist     108
Sensory gardens     113
Reactive environments     115
Little rooms     116
Resonance boards     117
Multi-sensory rooms     121
Key points     126
Mobility and motor skills     127
Approaches to developing motor skills      128
Motor development     129
Stretching     131
Equipment     132
Sitting     132
Standing     134
Walking     135
Other equipment     136
Manual handling     138
Handling equipment     140
Risk assessment     140
Key points     141
Support frameworks in mainstream education     142
Facilitating inclusive education     142
Support frameworks     146
Assessment     147
Staffing arrangements     148
Planning, Target-Setting and Record-Keeping     149
Resources     155
Partnerships     155
School arrangements     158
Training     160
Evaluation     160
Basic principles of working with multiple disabled children     160
Short-term planning sheet     152
Weekly planning sheet     151
Weekly record support sheet     151
Individual education plan     153
Access strategies to the curriculum in mainstream education     163
Ways to guide good practice     163
Independence and Life Skill Training      169
Guidelines to facilitate subjects in the National Curriculum     171
English     171
Mathematics     174
Science     176
Physical education and sport     177
Music     178
ICT     180
Art     182
Curriculum Boxes     182
Key points     184
Final thoughts     185
Glossary     186
References     188
Useful books     190
Useful Addresses and Websites     191