Communication and Competence

Many factors are important when planning and implementing strategies for teaching in the multiple disability/cross-categorical classroom. No two students' needs are alike; however, two areas are invariably a topic of discussion and lead many of the decisions being made in the individual's educational program: communication and presumed competence. The following chapter includes student narratives for a child with multiple disabilities as well as a child with autism spectrum disorder. Each child exhibits a significant communication delay and is considered to be non-verbal. The narratives along with strategies used to support the students have been included. Common misconceptions about augmentative and alternative communication use and presumed competence among students with significant communication needs are examined as well as research and theory concerning these areas.

Stress and Anxiety Among Parents of Children With Communication Disorders

Parenting is a wonderful and rewarding experience, but in the case of parents of children with communication disorder, this experience is often accompanied with high levels of stress, due to difficulties, frustrations, and challenges that these parents face in everyday life. This chapter was carried out to find the status of stress in parents of children with communication disorder and also to find the levels of stress among mothers as well as fathers, and the level of support system available. The results revealed that most of the parents experience stress and anxiety in bringing up their child with communication disorder, although the stress being more in the mothers. Gender of the child also played a crucial role in determining the levels of stress. The results highlighted the fact that parents of children with autism spectrum disorder have a higher level of stress followed by parents of children with intellectual disability, multiple disability, and hearing impairment.

“It was one of those complicated cases”: health practitioners’ perspectives and practices of providing end-of-life care for people with profound intellectual and multiple disability

Background Due to developments in health and social care, people with profound intellectual and multiple disability (PIMD) are living longer than ever before, meaning they are increasingly experiencing life-threatening health conditions requiring palliative care. Little is known about providing end-of-life care for people with PIMD. The aim of this study was to explore health practitioners’ perspectives and practices relating to end-of-life decision-making and planning for people with PIMD. Methods Seven in-depth semi-structured interviews were conducted with health practitioners employed in a range of hospital and community services throughout Melbourne, Australia. Questions were designed to gather information about their experience, perceptions, and attitudes relating to people with PIMD during and at the end of their life. Each interview, ranging from 40 to 60 min in length, was audio recorded and transcribed. Inductive thematic analysis was used to analyse the data. Results Four main themes emerged: limited participation, bias, dignity, and quality of death. Health practitioners indicated that people with PIMD are frequently excluded from participating in decision-making related to end-of-life care. Participants discussed reasons for this exclusion including challenges with communication and cognition. Participants reported a need for additional support and guidance in providing care for people with PIMD at the end of life. Professional and family bias played a role in end-of-life decision-making for people with PIMD. Participants reported a disproportional focus by palliative care practitioners on physical as opposed to emotional and spiritual well-being for patients with PIMD at the end of life. Finally, participants reported that people with PIMD generally did not die in specialised palliative care settings, but in segregated supported living environments. Conclusions Due to negative perceptions of a person with PIMD’s decision-making capacity, people with PIMD are likely to be assessed as unable to express choice and preference regarding end-of-life care and are offered limited opportunity to be involved in their own end-of-life care. This research provides guidance for the development of training and professional development relating to people with PIMD at the end of life. It is hoped that this will increase the accessibility of end-of-life services for people with PIMD, ensuring that a respectful and dignified death can be a reality for all humankind regardless of disability.

Evaluation of Child Development Centre Based Intervention for Children with Multiple Disability

Background: Children with multiple disabilities usually have more than one significant disability that may include speech, physical mobility, learning, mental retardation, visual, hearing, and possibly others. Objective: The purpose of the present study was to evaluate the types of multiple disabilities in children with cerebral palsy and epilepsy and their fate after the intervention. Methodology: This retrospective observational study was conducted at Dhaka Shishu hospital from January 2011 to Decemberb2011.Children with multiple disabilities were referred to the child development center of Dhaka Shishu Hospital and were assessed for impairments and appropriate intervention done in special clinics. Result: Out of 540 children 66% were male. 43% of children were age group from 12-23 months. 58% had tetraplegic cerebral palsy (CP) with epilepsy and the second-highest group was diplegic CP with epilepsy 75(14.0%). Among 72 selected children who came in regular follow up, all children had motor disabilities. Cognitive delay, speech delay, vision and hearing impairment were found in 50%, 79%, 58% and 54% respectively. After intervention more improvement was found in motor function (92%). Conclusion: Intervention in specialized clinics improved the quality of life of children with multiple disability. Journal of National Institute of Neurosciences Bangladesh, January 2021, Vol. 7, No. 1, pp. 38-41

Analysis of discourse on education and rehabilitation of people with disabilities coupled in the Czech Republic.

Kasprzak Tomasz, Analysis of discourse on education and rehabilitation of people with disabilities coupled in the Czech Republic. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 225–234, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.14. At the core of the Czech education system and rehabilitation for people with multiple disabilities to the assumption that this is a group that requires a specialized approach to this issue. The main purpose of the text is to present the organization of education of people with multiple disability in the Czech Republic. Education and rehabilitation with the participation of people with multiple disabilities encourages to undertake research related to the dynamics of changes as well as their size. This work is an attempt to show how various factors have shaped the current form of education of people with multiple disability in the Czech Republic.

EXPERIENCE OF COUPLING COMMUNICATION WITH CHILDREN DISABILITY OF MAJEMUK IN YAYASAN SAYAP IBU BINTARO

This study aims to determine the experience of care giver communication with multiple disability children in the Sayap Ibu Bintaro Foundation; (1) care giver motives in the Sayap Ibu Bintaro Foundation; (2) care giver's self-meaning at the Sayap Ibu Bintaro Foundation; (3) use of care giver verbal and non verbal communication with multiple disability children. This study uses a qualitative method with a phenomenological approach and uses symbolic interactionalism theory. Data collection techniques used in this study were in-depth interviews and observations. The results of this research show that (1) a person's motives for being a care giver are divided into causes, namely: (a) getting invitations from others to cause empathy; and (b) compassion. the motives of the goal are (a) gain experience, and (b) develop abilities. (2) The meaning of self-companion is to be a parent for a child with multiple disabilities. (3) While the use of verbal communication that is often used by care giver is to provide motivation and provide advice to children with multiple disabilities, and the use of non-verbal communication used by care giver with making gestures or body language while communicating with multiple disability children in the Sayap Ibu Bintaro Foundation (YSIB)

“How Well Do I Know You?”: Intersubjective Perspectives in Music Therapy When Working with Persons with Profound Intellectual and Multiple Disability

The limited possibilities of understanding the inner reality of people with profound intellectual and multiple disabilities (PIMD) pose strong barriers for the development of a therapeutic relationship. Based on reflection on practice this contribution describes how music can be used for the realisation of continuous, attuned and harmoniously intertwined interactions that enable to gain deeper understanding of the person with PIMD and identify his/her positive personality traits. These reflections may be grounded in the theoretical framework of intersubjective communication. The author describes the role of music in both short-term and long-term interactions and discusses the benefits of music therapy for people with PIMD as well as for the interdisciplinary team support.

Identifying playing styles among children with intellectual disability autism spectrum disorder and multiple disability: أنماط اللعب لدى الأطفال ذوي الإعاقة الفكرية واضطراب طيف التوحد وتعدد العوق

This study aimed at identifying playing styles among children with developmental disabilities (intellectual disability, autism spectrum disorder and multiple disability "intellectual disability and autism spectrum disorder. To achieve this, the researcher used the descriptive analytical approach. The population of the study consisted of (415) children with developmental disabilities and the sample of the study consisted of (128) children with developmental disabilities. The researcher used playing activities observation list prepared by Alnajjar (2001) as a tool for collecting data which consisted of playing activities to measure physical, social and emotional responses. The results of the study were as follows: - There are significance statistical differences in physical responses games between children with intellectual disability and children with autism. - There are no significance statistical differences in individual playing styles among children with intellectual disability and children with autism. - There are significance statistical differences in social responses games between children with intellectual disability and children with autism in the favor of autism children. - There are significance statistical differences in physical responses between children with intellectual disability and children with multiple disability in the favor of double disability children. - There are significance statistical differences in emotional responses between children with intellectual disability and children with autism. In the light of results of the study, the researcher recommended the following: - Developing the attitudes of children with intellectual disability toward activities that require physical exertion. - Diversity in the tools and games provided to children with intellectual disability and children with autism disorder.

Special School as One of the Implementers of Education for Sustainable Development of Persons with Moderate and Severe Intellectual Disability, as well as Multiple Disability

Iwona Wendreńska, Special school as one of the implementers of education for sustainable development of persons with moderate and severe intellec-tual disability, as well as multiple disability. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 163–180. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.08The basis for choosing the subject of this article was the conviction that due to the recent expansion of the meaning of the term “sustainable development”, the essence of education for sustainable development, its objectives and tasks implemented in different types of schools, including special schools, are also subject to change. The article will present the results of research covering, on the one hand, the analysis of strategic and programme documents and, on the other hand, the results of surveys conducted among 164 teachers employed in special education institutions in the Silesian and Lublin Voivodships.