Chapter 1 and 2 Response-Low Incidence
People with severe disabilities are considered low incidence due to the fact that less than 1% of the population is affected (p. 2, Brown, Fredda and Snell, Martha E., 2011). All students need support however students with severe disabilities require more in order to function in their everyday lives as well as meet their educational goals. According to our text IDEA (Individuals with Disabilities Education Act) does not define what exactly a severe disability is. However, it does classify 13 specific disability categories, which severe disabilities fall under as well. Deficits such as intellectual, orthopedic, sensory, behavioral, and functional impairments can all be considered severe disabilities. TASH (The Association for Persons with Severe Handicaps) advocates for those who may be considered severely disabled because they “require ongoing support in one or more major life activities in order to participate in an integrated community and enjoy a quality of life… (TASH, 2000)”
People with severe disabilities are often and unfortunately defined by their disability. When society makes preconceived notions about people with severe disabilities, we refer to it as disability spread (p. 3, Brown, Fredda and Snell, Martha E., 2011). Creating barriers between those that are severely disabled and those that are not is more disabling not only to the persons being excluded but also to those who are missing opportunities to build relationships with people who have severe disabilities. Inclusive education has promoted equity, opportunity, and social justice to all students, which can benefit all who are involved (p. 5, Brown, Fredda and Snell, Martha E., 2011). I must add, that the working conditions of an inclusion/reverse-inclusion teacher are challenging and stressful, but can also be rewarding. IDEA has put in place 6 principles in order to ensure parent-professional partnership when regarding the individual with a disability:...
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