The education of children with multiple disabilities is concerned with improving their quality of life and finding ways to overcome barriers to learning. The law indicates a move towards equal opportunities and inclusive education for all pupils. Those with complex needs have the right to receive appropriate education alongside their peers, to become enlightened, enabled and empowered.
Supporting Children with Multiple Disabilities addresses the growing needs of professionals in a variety of educational settings, and provides a practical support framework for children, professionals and parents.
Techniques and methods are explored, leading the reader to find a range of keys that will empower them to unlock the door of learning for all multiple-disabled children.
Chapters focus on:
- Assessing children's abilities
- Possible problems of children with multiple disabilities
- Facilitating access to appropriate learning environments
- Supporting and including children with multiple disabilities in the classroom
- Developing mobility and motor skills
- Facilitating effective communication
- Developing a multi-sensory curriculum
- Facilitating access to the National Curriculum in mainstream education
This second edition has been updated throughout and now includes information on the Signalong signing system, visual timetables, personal passports, baseline assessment and P scales, learning resources and new technology.
This is an invaluable guide for all who work with multiple-disabled children.
Michael Mednick is a highly experienced and qualified teacher of children with multiple disabilities and of those with profound and severe learning difficulties.
He is also a qualified teacher of the deaf, and of the visually impaired. He has a professional certificate for multi-sensory impairment and a second professional certificate in management for special education.
He has taught in a variety of special schools, including schools for children who have severe and moderate learning difficulties, and in schools for children who are deaf, autistic and visually impaired. He has worked extensively with children with acute medical needs and with children across different age ranges. He was head of a Further Education Unit for those with severe learning difficulties for four years. He has taught in mainstream primary and secondary schools as a support teacher and worked in a primary and secondary school with a unit for deaf and partially hearing children for four years. He is currently Head of Service for visually impaired children for an inclusive education authority and has been in this post for ten years.
