Management of groups

with High support need

Paper-12
unit-1
• High support needs students are children with special needs who
require intensive and individualized support to meet their unique
and complex learning and developmental needs.
• These students may have disabilities such as severe intellectual,
physical, emotional, or sensory impairments, multiple disabilities,
or complex medical conditions.
• They typically require specialized education and therapy services,
specialized equipment and technology, and support from trained
and experienced personnel.
• Their individualized and support plan will reflect their high level of
need and provide the necessary resources and accommodations
to ensure they can make progress and succeed .
• High support needs, severe or profound disabilities refer to individuals with
significant limitations in multiple domains of functioning, including-

• cognition,

• communication,

• motor skills,

• self-care, and

• socialization.

• These individuals may require substantial assistance with daily living activities, and
may have limited ability to communicate, understand, or interact with their
environment.
• "High support needs" refers to the level of support and assistance required
by individuals with disabilities in order to meet their basic needs and
participate in daily life activities. Children with high support needs may have
severe or profound disabilities, but the level of support required can vary
greatly from child to child, depending on their unique abilities and needs.

• The terms "severe disability" and "profound disability" are often used
interchangeably with "high support needs" to describe this level of need.
However, it's important to consider each individual's unique abilities and
needs when providing support and resources, as each person may have a
different level of support needs.
•
Characteristic of children with high support need

• Children with high support needs typically display a combination of the

following characteristics:

 Physical or cognitive disabilities

 Developmental delays
 Medical conditions that require ongoing care
 Emotional or behavioral challenges
 Difficulty with daily living skills such as self-care, communication, and
social interaction
 High dependence on others for assistance with basic needs and activities.
• Children with high support needs are typically those who require
extra attention, care, and resources due to physical, cognitive, or
emotional challenges.

• Physical or cognitive disabilities: Children with physical

disabilities, such as mobility impairments, visual or hearing
impairments, or cerebral palsy, often require significant support with
daily living skills and mobility. Children with cognitive disabilities,
such as intellectual disability or autism, may struggle with
communication, social interaction, and independent functioning, and
may need specialized educational and behavioral support.
• Developmental delays: Children with developmental delays may struggle with basic
skills such as speaking, walking, or using the toilet. They may also experience
difficulties with social interaction, communication, and learning.

• Medical conditions: Children with medical conditions such as chronic illnesses,

congenital heart defects, or epilepsy may require ongoing medical attention and
support with daily living skills.

• Emotional or behavioral challenges: Children with emotional or behavioral

challenges, such as anxiety, depression, or attention deficit hyperactivity disorder
(ADHD), may need support and resources to manage their emotions and behaviors
effectively.
• Difficulty with daily living skills: Children with high support needs may struggle
with basic daily living skills such as self-care, communication, and social interaction.
They may need support with activities such as eating, bathing, dressing, and using the
toilet.

• Dependency on others: Children with high support needs are often highly dependent
on others for assistance with basic needs and activities. This may include physical
support, help with communication, or support with managing emotions and behaviors.
These children may require specialized support and resources to ensure their needs are
met and their well-being is maintained.
• The type of disabilities that are considered to be high support needs can vary
depending on the individual child and their specific needs and abilities. However, some
common types of disabilities that often result in high support needs include:
Intellectual disabilities: Children with intellectual disabilities have significant
limitations in cognitive functioning and adaptive behaviors, and may require significant
support with daily living skills, communication, and social interaction.

Autistic Spectrum Disorder (ASD): Children with autism often have difficulty with
social interaction, communication, and behavior, and may require specialized support
and interventions to help them succeed.

Physical disabilities: Children with physical disabilities, such as mobility impairments,

visual or hearing impairments, or congenital heart defects, may require significant
support with daily living skills and mobility, as well as access to adaptive equipment and
assistive technology.
Neurological conditions: Children with neurological conditions, such
as epilepsy or cerebral palsy, may have physical and cognitive
challenges, and may require ongoing medical support and specialized
interventions to help them succeed.
Emotional and behavioral disorders: Children with emotional and
behavioral disorders, such as anxiety, depression, or attention deficit
hyperactivity disorder (ADHD), may struggle with managing their
emotions and behaviors, and may require specialized support and
interventions to help them succeed.
This list is not exhaustive and there are many other types of disabilities and medical conditions that can result
in high support needs for children. The specific needs and level of support required can vary greatly from child
to child, and it's important to provide individualized support based on each child's unique abilities and needs.
Considerations to teach children with high support need

• Individual abilities and needs: Children with high support needs have diverse
abilities and needs, and it's important to tailor teaching methods and materials to meet
each child's specific needs.

• Modifications and accommodations: Some children may need modifications or

accommodations to participate in the educational environment, such as adaptive
equipment, assistive technology, or modifications to the physical environment.

• Developmental level: Children with high support needs may be at different

developmental levels, and it's important to provide developmentally appropriate
instruction that supports their growth and learning.
Sensory processing: Children with high support needs may have sensory processing
challenges that affect their ability to learn, and it may be necessary to provide sensory-
based interventions to support their learning.

Communication and interaction: Children with high support needs may struggle with
communication and social interaction, and it's important to provide opportunities for them
to develop these skills through supportive and structured interactions.

Collaborative approach: Children with high support needs often benefit from a
collaborative approach that involves teachers, parents, therapists, and other support
personnel. This can help ensure a consistent and integrated approach to their education
and support needs.

Positive behavior support: Children with high support needs may display challenging
behaviors, and it's important to provide positive behavior support that helps them develop
appropriate behaviors and manage their emotions and behaviors effectively.
• In conclusion, teaching children with high support needs requires a tailored approach
that takes into account their unique abilities and needs, and provides appropriate
support and resources to meet their needs and help them succeed.
Working with individuals having high support needs –
strength, issues and challenges

• Working with individuals who have high support needs can be

both rewarding and challenging. The following are some of the
strengths, issues, and challenges that may arise in this work:
 Strengths
 Opportunities for building meaningful relationships and making a
positive impact on someone's life
 Possibility for growth and learning for both the individual and the
caregiver
 Ability to provide specialized support and services that meet the
unique needs of the individual
 Issues
 High demand for time, energy, and resources
 Physical, emotional, and cognitive demands of caregiving
 Challenges in communication and understanding the needs and perspectives of the individual
 Challenges
 Maintaining adequate staffing levels to meet the high support needs of the individuals
 Balancing the need for individualized support with maintaining independence and promoting
autonomy
 Addressing behavioral challenges and ensuring safety and well-being of both the individual
and the caregiver
 Securing adequate funding and resources to provide the necessary services and support
• Despite these challenges, working with
individuals who have high support needs can be
a rewarding and fulfilling experience, as it offers
the opportunity to make a positive impact on
someone's life and support their growth and
development. It is important for those working in
this field to prioritize self-care and seek support
from colleagues, family, and friends to help
manage the demands of this work.
Assistance and support needed
by severe disabilities in each
stage of life
• It's important to note that the specific needs and
support required may vary greatly among individuals
with high support needs, and it is essential to develop
individualized plans that take into account the
individual's strengths, abilities, and goals. Throughout
each stage of life, it is essential to involve the individual
and their family in the planning and decision-making
process to ensure that the support provided meets their
unique needs and promotes their well-being and
happiness.
Assistance and support needed by severe disabilities in
childhood

• Children with severe disabilities often require specialized and

intensive support to meet their unique developmental and
learning needs. The following are some key areas of assistance
and support that may be needed:
1.Focus on early intervention and specialized educational
services to support cognitive, physical, and social
development.

Children with severe disabilities may require access to specialized

educational programs that provide individualized instruction,
therapy services, and adaptive equipment. These programs may
include special education classes, early intervention services, and
related therapies (e.g. speech and occupational therapy).
 Providing access to therapy and medical services to
address specific needs and concerns.
Children with severe disabilities may have medical or therapeutic
needs that require ongoing attention and support. These may include
physical therapy, medication management, and specialized medical
equipment.
• Behavioral support: Children with severe disabilities may display
challenging behaviors that can impact their ability to learn and
participate in educational and social activities. Behavior support
plans and strategies may be needed to address these behaviors
and provide a safe and supportive learning environment.
Encouraging parental involvement and providing support to families
to help meet the challenges of caring for a child with high support
needs.
Family support: Caring for a child with severe disabilities can be
challenging and emotionally taxing for families. Support and resources may
be needed to help families manage the physical, emotional, and financial
demands of caring for their child, including respite care, counseling, and
financial assistance.
Assistive technology: Children with severe disabilities may require access
to specialized technology and equipment to support their learning and
participation in daily activities. This may include adaptive computers,
communication devices, and mobility aids.
• It is important to understand that the support
and assistance needs of children with severe
disabilities will vary greatly and that
individualized plans should be developed to
meet their unique needs. A team approach that
involves the child, family, educators, medical
professionals, and therapists is often needed to
provide the necessary support and ensure that
the child has the best possible outcomes and
quality of life.
Assistance and support needed
by severe disabilities in
adulthood
• Adults with severe disabilities often continue to require significant support and
assistance to meet their basic needs and participate in daily life activities. The level of
support needed can vary greatly from individual to individual, depending on the nature
and severity of their disabilities. Some of the types of support and assistance needed
by adults with severe disabilities include:
• Personal care and daily living skills: Assistance with activities of daily living, such as
bathing, dressing, grooming, and eating.
• Health care and medical support: Access to medical services, including regular check-
ups and ongoing treatment for any health conditions related to the disability.
• Communication support: Assistance with communication, such as the use of assistive
technology, sign language, or augmentative and alternative communication (AAC)
devices.
• Transportation: Access to reliable and accessible transportation to get to medical
appointments, work, and other important destinations.
• Work and employment support: Assistance with finding and maintaining employment,
including access to job training and supportive services.
• Housing support: Access to safe, affordable, and accessible housing that meets the
individual's needs and preferences.
• Community support: Opportunities to participate in community activities and events
Assistance and support needed by severe
disabilities in adolescence

• Adolescents with severe disabilities often require specialized

support and resources to help them successfully transition into
adulthood. Some of the types of support and assistance needed by
adolescents with severe disabilities include:
• Educational support: Access to appropriate and individualized
educational services, such as special education programs and
vocational training, to help the adolescent acquire the skills and
knowledge needed for successful transition into adulthood.
• Personal care and daily living skills: Assistance with activities
of daily living, such as bathing, dressing, grooming, and eating, as
well as support with managing personal hygiene and health.
• Health care and medical support: Access to medical
services, including regular check-ups and ongoing
treatment for any health conditions related to the
disability.
• Communication support: Assistance with
communication, such as the use of assistive
technology, sign language, or augmentative and
alternative communication (AAC) devices.
• Transition planning: Support with planning and
preparing for the
Strategies that will help children with high support
needs

• Strategies for helping children with high support needs will vary based on the
individual's specific needs and abilities. However, the following are some general
strategies that can be effective in promoting the well-being and success of these
children:

Individualized Education Programs (IEPs): IEPs are plans that are developed for
children with disabilities to help meet their unique educational needs. These plans should
be based on the child's strengths, abilities, and goals, and should be reviewed and
updated regularly to ensure that they continue to meet the child's evolving needs.

Positive behavior support: This approach focuses on promoting positive behaviors and
reducing challenging behaviors by using positive reinforcement, teaching alternative
behaviors, and addressing underlying causes of problem behavior.
Assistive technology: Children with high support needs may require access to
specialized technology and equipment to support their learning and participation in daily
activities. This may include adaptive computers, communication devices, and mobility aids.

Inclusive educational experiences: Children with high support needs can benefit from
opportunities to participate in general education classes and activities alongside their non-
disabled peers. This can promote socialization, independence, and a sense of belonging.

Family support: Caring for a child with high support needs can be challenging for
families. Providing families with access to respite care, counseling, and financial assistance
can help to reduce stress and improve outcomes for the child.

Occupational, physical and speech therapy: Children with high support needs may
require specialized therapy services to address specific needs, such as improving physical
mobility, communication skills, and daily living skills.
Community inclusion: Providing children with high support
needs with opportunities for meaningful engagement in their
communities, such as through leisure and recreational activities,
can promote independence, self-esteem, and a sense of belonging.

• It is important to note that the strategies needed to support

children with high support needs will vary greatly and that
individualized plans should be developed to meet their unique
needs. Collaboration between the child, family, educators,
medical professionals, and therapists is essential to ensure that
the child has the best possible outcomes and quality of life.
Levels of support (IASSIDD) –
limited, intermittent, extensive,
pervasive.
• The International Association for the Scientific Study of Intellectual and Developmental
Disabilities (IASSIDD) categorizes the level of support needed for individuals with
intellectual and developmental disabilities into four categories: limited, intermittent,
extensive, and pervasive. These categories describe the extent and frequency of support
required for individuals to participate in daily activities and to achieve their full potential.
The following is a description of each level:

1. Limited support: Individuals who require limited support have the ability to engage in
many activities independently, but may need assistance with specific tasks or in specific
situations. This support may be provided by family members, peers, or community
members.

For example, a young adult with autism may be able to work in a supported employment
program independently but may need assistance with certain tasks, such as navigating the
public transportation system to get to work. In this case, support is limited to specific tasks or
situations and the individual still has a good degree of independence.
2.Intermittent support: Individuals who require intermittent
support have the ability to engage in some activities
independently, but may need assistance with more complex tasks
or in more challenging situations. This support may be provided
by trained support workers, therapists, or specialized programs.
For example, a person with a physical disability may be able to
live independently in their own apartment, but may need
assistance with activities such as grocery shopping or preparing
meals. In this case, support is required on an intermittent basis,
but the individual still has some level of independence.
1. Extensive support: Individuals who require extensive support may be
able to engage in some basic activities of daily living independently, but
may need significant assistance with most other tasks and activities.
This support may be provided by trained support workers or specialized
programs.

2. Extensive support: For example, a person with a severe intellectual

disability may require assistance with most activities of daily living, such
as bathing, dressing, and eating. In this case, support is required to a
significant extent and may be provided by trained support workers or
specialized programs. The individual may require support in many
aspects of daily life but may still have some level of independence in
certain tasks.
1. Pervasive support: Individuals who require pervasive support have very limited
independence and require constant support with all activities of daily living. This support
may be provided by trained support workers, specialized programs, or family members.
2. For example, a person with a profound intellectual disability may require constant
assistance with all activities of daily living, such as bathing and eating, and may require
24-hour care. In this case, support is required to a pervasive extent and may be provided
by trained support workers, specialized programs, or family members. The individual has
very limited independence and requires constant support in all aspects of daily life.
• It is important to note that the level of support needed may change over time as
individuals' abilities and needs change. It is also important to recognize that support
needs may vary depending on the situation, such as being in a familiar or unfamiliar
environment. The goal is to provide the right amount of support to allow individuals with
intellectual and developmental disabilities to achieve their full potential and to live as
independently as possible.
Service avenues for groups with high support needs

• There are several service avenues available for individuals with high support needs,
including:

• Residential services: This may include group homes, supported living arrangements,
or 24-hour staffed facilities.

• Day programs: This may include vocational training, educational programs, or

community-based activities.

• Community-based services: This may include supported employment programs,

respite care, and in-home support services.

• Health services: This may include physical, occupational, and speech therapy, as well
as medical and behavioral health services..
• Assistive technology: This may include communication devices, mobility aids,
and other technology that can enhance independence and quality of life.
• Financial support: This may include government-funded programs, such as
Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI),
as well as private insurance and community-based fundraising efforts.
• Advocacy and support groups: This may include organizations that advocate
for the rights of individuals with disabilities, as well as peer-support groups for
individuals and families.

These services are typically provided by a combination of government agencies or

non-profit organizations. It is important for individuals and families to work with a
case manager or service coordinator to determine the most appropriate services
and support for their specific needs and circumstances.