Information and Resources for Students with Multiple Disabilities
What is the definition of multiple disabilities?
Multiple disabilities is defined as simultaneous impairments that result in severe educational needs (mental retardation and blindness, mental retardation and physical impairment) (Rosenberg, Westling, & McLeskey, 2011).
What are the characteristics of students with multiple disabilities?
"Students with multiple disabilities have significant weaknesses in general learning ability, personal and social skills, and sensory and physical development. Some may exhibit uncommon characteristics (self-stimulatory or self-injurious behavior) and most have serious medical conditions"
(Rosenberg, Westling, & McLeskey, 2011 p. 320). The learning abilities of a student with multiple disabilities will often be under that of a 12 month old child (Rosenberg, Westling, & McLeskey, 2011).
How many students have multiple disabilities? What are the major causes?
Approximately 0.23% of school-age-children are listed as having multiple disabilities under IDEA. There are various causes of multiple disabilities. Most causes of multiple disabilities are the result something that happened while the child was a developing fetus (malnutrition, the mother's alcohol consumption or the mother's exposure to unsafe environmental conditions or illness, genetic conditions, or chromosomal abnormalities). Multiple disabilities can also be caused by infections (meningitis, rubella, herpes, etc.) or exposure to environmental toxins (Rosenberg, Westling, & McLeskey, 2011).
What kind of identification and assessment procedures are used with students with multiple disabilities?
The identification of a child with multiple disabilities starts with a medical diagnosis. Medical treatment may include medication, surgery, or physical therapy. An educational evaluation of a student with multiple disabilities is similar to that of a student with a traumatic brain injury. The following questions will be addressed:
Educational evaluations include:
b. Auditory perception
c. Perceptual-motor development (Arkansas Special Education Unit, 2014)
What educational practices are effective in teaching students with multiple disabilities?
Children with multiple disabilities are generally identified at a very young age. Early intervention is important to enhance the quality of life of those with multiple disabilities. Early intervention service will use a family-centered approach as well as developmentally appropriate practices. These programs help the family support the child and help the child to use the resources they come into contact with in everyday life. The programs also encourage communication with adults and peers. Once the child enrolls in school, these practices have been effective in the classroom:
What are some major issues related to educating students with multiple disabilities?
The cost of educating a student with multiple disabilities is more than four times the cost of educating a student without disabilities. Recently, many schools have had their budgets cut and some have had to lay off teachers and support staff, but students with multiple disabilities are still entitled to a free public education. Some might argue that the cost of educating a student with multiple disabilities takes away from valuable school funds that pay for teacher and staff salary, important programs, and resources. However, we must not deny any school-age-child a free public education. Every child in our country deserves access to quality education (Rosenberg, Westling, & McLeskey, 2011).
Multiple disabilities is defined as simultaneous impairments that result in severe educational needs (mental retardation and blindness, mental retardation and physical impairment) (Rosenberg, Westling, & McLeskey, 2011).
What are the characteristics of students with multiple disabilities?
"Students with multiple disabilities have significant weaknesses in general learning ability, personal and social skills, and sensory and physical development. Some may exhibit uncommon characteristics (self-stimulatory or self-injurious behavior) and most have serious medical conditions"
(Rosenberg, Westling, & McLeskey, 2011 p. 320). The learning abilities of a student with multiple disabilities will often be under that of a 12 month old child (Rosenberg, Westling, & McLeskey, 2011).
How many students have multiple disabilities? What are the major causes?
Approximately 0.23% of school-age-children are listed as having multiple disabilities under IDEA. There are various causes of multiple disabilities. Most causes of multiple disabilities are the result something that happened while the child was a developing fetus (malnutrition, the mother's alcohol consumption or the mother's exposure to unsafe environmental conditions or illness, genetic conditions, or chromosomal abnormalities). Multiple disabilities can also be caused by infections (meningitis, rubella, herpes, etc.) or exposure to environmental toxins (Rosenberg, Westling, & McLeskey, 2011).
What kind of identification and assessment procedures are used with students with multiple disabilities?
The identification of a child with multiple disabilities starts with a medical diagnosis. Medical treatment may include medication, surgery, or physical therapy. An educational evaluation of a student with multiple disabilities is similar to that of a student with a traumatic brain injury. The following questions will be addressed:
- What is the student’s current ability in key areas including academics, social development, and physical and health needs?
- What general curriculum goals are appropriate for the student, and to what extent and in what ways can the student participate in the general curriculum?
- What additional areas of instruction must be addressed?
- What related services and supports will be required to provide the student with an appropriate education (Rosenberg, Westling, & McLeskey, 2011 p. 329)?
Educational evaluations include:
- Social History
- Individual Intelligence
- Individual Achievement
- Adaptive Behavior
- Communicative Abilities (both receptive and expressive)
- Learning processes in the following areas:
b. Auditory perception
c. Perceptual-motor development (Arkansas Special Education Unit, 2014)
What educational practices are effective in teaching students with multiple disabilities?
Children with multiple disabilities are generally identified at a very young age. Early intervention is important to enhance the quality of life of those with multiple disabilities. Early intervention service will use a family-centered approach as well as developmentally appropriate practices. These programs help the family support the child and help the child to use the resources they come into contact with in everyday life. The programs also encourage communication with adults and peers. Once the child enrolls in school, these practices have been effective in the classroom:
- Inclusion provides students with an environment that stimulates awareness, learning, and communication
- Support from paraprofessionals and peers
- General curriculum that has been adapted to fit the abilities of the student
- Functional and personal skill instruction
- Opportunity for partial participation in challenging activities
- Related services for physical therapy, occupational therapy, and speech/language acquisition
- Opportunity to make choices and voice preference
- Assistive technology
- Augmentative and alternative communication devices
What are some major issues related to educating students with multiple disabilities?
The cost of educating a student with multiple disabilities is more than four times the cost of educating a student without disabilities. Recently, many schools have had their budgets cut and some have had to lay off teachers and support staff, but students with multiple disabilities are still entitled to a free public education. Some might argue that the cost of educating a student with multiple disabilities takes away from valuable school funds that pay for teacher and staff salary, important programs, and resources. However, we must not deny any school-age-child a free public education. Every child in our country deserves access to quality education (Rosenberg, Westling, & McLeskey, 2011).
For additional information about teaching students with multiple disabilities, please visit the following websites and view the document below:
http://www.projectidealonline.org/v/multiple-disabilities/
http://www.perkinselearning.org/scout/multiple-disabilities-educational-resources
http://specialed.about.com/od/multipledisabilities/a/multiple.htm
http://kc.vanderbilt.edu/kennedy_pdfs/TipSheets/tipsheet_ClassroomInclusion.pdf
http://www.parentcenterhub.org/repository/multiple/
http://www.projectidealonline.org/v/multiple-disabilities/
http://www.perkinselearning.org/scout/multiple-disabilities-educational-resources
http://specialed.about.com/od/multipledisabilities/a/multiple.htm
http://kc.vanderbilt.edu/kennedy_pdfs/TipSheets/tipsheet_ClassroomInclusion.pdf
http://www.parentcenterhub.org/repository/multiple/