Hello, so for my college class, I have to write a summary for a journal article. My summary must contain 3 citations from my textbook and 3 citations from the journal article. My teacher wants me to write this in APA. Please take the time to read it, I have ADHD and a lot on my hands right now. here is what I have written so far:

This article discussed the effort and hard work a teacher trainee went through to develop a training program for teacher trainees to prepare them to work with students with deaf-blindness. As my textbook from class said, "According to the IDEA, deaf-blindness is "hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that they cannot be accommodated in special education programs solely for children with deafness or children with blindness." (Ronald Taylor, 2021, Chapter 12). She found this as a great opportunity to make an impact. She also wanted to make sure the training included field experience. So to start off, the program was divided into four sections. The first section focuses on understanding deaf-blindness and its implications. The second

Here are some pages from my textbook that might be helpful:

And here is the link to the article: https://files.eric.ed.gov/fulltext/EJ1180340.pdf

A Brief History of Severe Disabilities Historically. one could trace the history of people with severe disabilities along the path of those with intelIecIual disabilities. Treatment could be humane but often included segregation or marginalization from society. In the 18th and 19th centuries. institutions were estabiishcd to provide for the education and treatment for those with severe disabilities. By the beginning of the 20th century. however. institutions became places of custodial care rather than for treatment or education {Braddock & Parish. 2002i. Conversely. today. IO states and the District of Columbia no longer run stateoperated institutions and the overall number of such institutions in other states has declined signicantly iBraddook et al., 201] }. A rubella outbreak in the United States in the [9603 resulted in a larger number of cases of dual sensory losses. Rubella. or German measles. is highl}r contagious and. when contracted by a pregnant woman in the rst trimester. poses great risk for sensorsr and cognitive disabilities. In the I9505. a movement in the United States to deinstitutionalize individuals with severe disabilities gained tttomentutn and culminated with the passage of PL 94 I42 in IQTS {Braddock & Parish. 2002 i. The Individuals with Disabilities Education Act established multiple disabilities and deafblindness as federal categories of disability. Whether possessing multiple disabilities or deaf-blindness. many people with severe disabilities continue to struggle for an inclusive education and equal participation as members of society. Words on a page only go so far in ensuring rights for an individual and the opportunity to function and participate in society. Advocacy organizations plat,r a major role in ensuring access and equal opportunity for individuals with severe disabilities. TASH (formerly known as The Association for Persons with Severe Handicaps). in particular. is a well-recognized and prominent organization that includes people with and advocates for those with severe disabilities. Table 12.] lists some of the organizations actively supporting individuals with severe disabilities today. Page 4|? \fHistorjF teaches us many lessons. One lesson of considerable importance is the need for advocacy on the part of individuals with severe disabilities. Teachers are admcates for students with severe disabilities. Both special and general education teachers play important roles in modeling acceptance of students with severe disabilities for students without disabilities. This modeling includes creating an atmosphere recognizing and valuing human differences. human dignity. and the right to education ofall students. Definitions of Severe Disabilities There is no universally accepted denition of severe disabilities. in part because it is not a specic disability category under IDEA. Different educators and the public itself may' perceive what is "severe" in quite different ways. For example. a general education teacher may perceive any student who is unable to read adequately as having a severe disability. In contrast. a special education teacher who serves students with multiple disabilities is likely to have a di'erent perspective. However. IDEA does include denitions of the two relevant categories that are the focus ofthis chaptermultiple disabilities and deatiblindness. The IDEA Definition of Multiple Disabilities IDEA denes multiple disabilities as meaning "concomitant impairments ( such as mental retardation-blindness. mental retardation- orthopedic impairment) the combination of which causes such severe educational needs that they cannot be accommodated in programs solely for one of the impairtnents. The term does not inchide deaf-blindness." This denition emphasizes the presence of multiple disabilities requiring increased special education and related services. Students with deaf-blindness are not included because this is a disability category in and of' itself. Il The IDEA Definition of Deaf-Blindness According to IDEA deaf-blindness is "hearing and visuai impairments. the combination of which causes such severe communication artd other deveiopmental and educational problems that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.\" A student need ttot be both legally blind and legally deaf to qualify for services as deafblind. For example. a student could have a visual impairment. such as 20(100 in best eye with tlte best possible correction. and a hearing loss. such as at 50 decibels. which affects ltis daily functioning although neither loss reacltes the thresholds for legal blindness or legal deafness. The combination of the two sensory losses. however. increases the educational needs of the student such that he could be considered as having deafblindness. However. most students classied as having dual sensory disabilities do have some remaining vision attd hearing so the term \"deafblindness' cart be somewhat misleading (Westling et al.. 2015). Teachers need to be aware that knowing a student has severe disabilities does not provide precise information about the student's physical or medical condition or lter or his strengths and needs. For example. one student could use a Wheelchair. ltave severe physical and health issues. and intellectual disabilities. but have functional communication skills. Another student could have intellectual disabilities with no signicant physical or health issues. but have severely limited communication skills. Knowing a student has severe disabilities informs the teacher that the student is likely to need considerabie support to succeed and that this need is likely to be ongoing in one or more environments. Therefore. planning the inclusion of students with severe disabilities requires knowledge of the individual more than the label. Classification of Individuals with Severe Disabilities Perhaos the best new to view classication is through the lens of the American Association on Intellectual and Develonmental Classification of Individuals with Severe Disabilities Perhaps the best way to view classication is through the lens of the American Association on Intellectual and Developmental Disabilities {AAIDD}! levels of support system introduced in Chapter 5. Levels ofsupport should take into account the indiVidual's: (all intellectual abilities: (b) adaptive behavior: {cl overall physical. mental. and social health: {d} participation in home. school. work. and community: and lei contextual factors such as the environment and personal characteristics including age. gender. ethnicity. etc. (American Association on Intellectual and Developmental Disabilities. 2012). Supports should improve the overall functioning of the individual over time [American Association on Intellectual and Developmental Disabilities. 2012]. Teachers should be aware that supports can take many forms. such as medical care. physical therapy. or increased time with a special education teacher. and do not necessarily equate to additional requirements of general education teachers. All teachers can view their role as that of collaborators iiwolved in a support team as opposed to being the person solely responsible for meeting a student's needs. Page 419 Prevalence of Severe Disabilities The estimated number of students in the United States. ages 6 to 2| years. served under the category of multiple disabilities in 20]? was about 0.2 percent of students served under IDEA. a low incidence category [USDOE 2019}. The prevalence of deaf-blindness ltas been estimated to be very low. less titan 0.05 percent of students 6 to 2! years served under IDEA. Because there is no specic federal category of severe disabilities. it is difcult to make a truly accurate prevalence estimate. However. it is reasonable to state that. overall. severe disabilities are a low prevalence disability [less than 1% of students] when the prevalence of multiple disabilities and deafblindness are Characteristics of Students with Severe Disabilities In our discussion of the characteristics generally found among persons with severe disabilities. we will focus on those possessed by students who have multiple disabilities with one of those characteristics being diminished cognitive functioning. We acknowledge this would itot be the case for every individual. For example. all individual cotlld have severe physical and health-impairing disabilities btlt still have average or above average cognitive abilities. Our discussion ofthe characteristics ofindividuais whose disabilities are primarily physical or Iteaithrelated is included in IE] Chapter 10. In general. individuals with severe disabilities can have signicant delays in development [Spooner et al., 201?]. That is. individuals may display signicantly slower development than their chronological peers in many areas. For example a student may pass through the typical stages of speech and language development. but exhibit the abilities associated with each stage at an age later than one would typically expect. At times. students with severe disabilities may display characteristics that indicate signicant differences from peers without disabilities. For example. some students with severe disabilities may not develop speech at all. indicating more signicant differences in development. There are several areas in which delays and differences might be displayed including abstract thinkingiconceptual thinking. learning. attention. memory. transferi'generaiizat ion. communication. social-persona]. behavioral. and physical delays or disabilities. In addition. while students with deaf-blindness have their own set of possible characteristics similar to those of students with multiple disabilities. they also possess some specic to their sensors! disabilities. Abstract Thinking/ Conceptual Characteristics In human development. We generally move from rst understanding the concrete [things that are real in our environment such as people. animals. and objects) to representational thinking {such as that a picture of a person represents the real person) to abstract ol.:..l.i....i....... a...\" A....-I.........-u.. 1......I. ..... n................1\"oi\"... 1...... h'ln'l'n. .I.....-...i...... 4...... i.-..-li.u:.-l..nl I............ ...:...n 'I'....it-.i..a..-|- ...:..I. mum..- Abstract Thinking/Conceptual Characteristics In human development. we generally move from rst understanding the concrete { things that are real in our environment such as people. animals. and objects] to representational thinking {such as that a picture of a person represents the real person) to abstract tltinkingfconcept development (such as contemplating how DNA determines our individual human traits]. Individuals with severe disabilities may have di'iculty learning information that is abstractfcouceptual [Richards et al.. 2015). Some students may have di'iculty with representational thinking as well. This characteristic has enormous intplications for determining curriculum and instruction. For example. a student who has difficulty with representational thinking should probably learn moneyitandling skills by usirtg actual money rather than pictures of money or \"fake" money. A student who has trouble with abstract thinkingfconcept development would likely have diicuity understanding why taxes are taken out of a paycheck for purposes such as Social Security. It is important to understand that it is difcuit to assess the conceptual development artd actual learning potential of many students with severe disabilities because they do not respond well to the traditional types of tests used to assess this area (Hertnessey. EDI l ). More dynamic assessment procedures may provide more reiiable information about general cognitive abilities and Whether some individuals might achieve a level of abstract reasoning and learning beyond What is typically expected {HesselsSclt latter. 2002). These procedures are discussed later in the cltapter. Page 42]