Multiple Disabilities

According to IDEA, “multiple disabilities mean concomitant impairments (such as mental retardation-blindness or mental retardation-orthopedic impairment), the combination of which cause such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness” (Turnbull, Turnbull & Wehmeyer, 2010.

Causes of Multiple Disabilities

Genetic Causes

There are two types of genetic factors that cause multiple disabilities; general and specific. General genetic factors predispose an individual to a multiple disability and a specific genetic factor actually causes the impairment resulting in the disability. An example of a specific genetic factor is Fragile X syndrome. “Fragile X syndrome is caused by a single gene mutation on the X chromosome that is associated with the absence of a protein. This condition usually manifest as intellectual disability, a severe multiple disability, and/or autism” (Turnbull et al, 2010)

The Human Genome Project led to a rough draft of the human genome sequence. Later in 2005, scientists were able to create a catalog that lists the common genetic variations, making it possible for scientist to find the causes of many disorders that are caused by genetic factors.

Characteristics of Multiple Disabilities

It is difficult to describe accurately all characteristics of multiple disabilities because the disorder is so diverse. However, students with multiple disabilities share five characteristics related to intellectual functioning adaptive skills, motor development, sensory functioning and communication skills.

Intellectual functioning: Students with multiple disabilities have significant intellectual impairments. Their IQ scores are well below normal, however some students with multiple disabilities can also have high intellectual functioning.

Adaptive skills: "Adaptive skills include conceptual, social and practical competence for functioning in typical community settings in an age-consistent way" (Turnbull et al, 2010). It is important that students with multiple disabilities be taught self-care skills and that it is generalized to home and community settings. Parent involvement and training becomes important in carrying through with what has been taught.

Motor development: Students with multiple disabilities usually have significant motor and physical challenges. These impairments usually produce abnormal muscle tone; such as underdeveloped muscle tone, increased muscle tension and extremely tight muscles. Students with underdeveloped muscle tone have difficulty sitting and moving from sitting to standing. Everyday tasks such as eating, getting dressed, using the restroom, and playing with toys become a challenge

Sensory functioning: Another common impairment among multiple disabilities students are vision and hearing impairments. Students who are classified as deaf-blindness are not included in sensory functioning impairment, because according to IDEA, these students’ impairments are so severe that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

Communication skills: Almost all students with multiple disabilities have communication impairments. Due to their limited or lack of speech, teachers often have these students use gestures or expressions to communicate. The uses of technology, such as augmentative and alternative communication (AAC) systems are also helpful in communication.

Inclusion Ideas

In elementary and middle school have effective instructional strategies are key in including students with multiple disabilities into the general education curriculum. The principle of partial participation ensures that students  with multiple disabilities are not left out or denied access to general education or other inclusive activities only on the basis of intellectual, adaptive, skill, motor, sensory and/or communication impairments This principle stresses that students with this disability should participate even if it means participating partially. By conducting a task analysis teachers can assess what the student with the disability will need in order to participate in an activity successfully.

Teachers can also include students by teaching them self-instruction strategies. This strategy involves teaching students to use their verbal or other communication skills to direct their learning. The use of picture prompts or antecedent cue regulation strategies are also helpful. This strategy gives students visual or auditory cues before a task to help students to regulate their own behavior.

Multiple Disabilities Support/Information

Kansas Deaf-Blind Project
University of Kansas
Haworth Hall Rm. 3136
1200 Sunnyside Avenue
Lawrence, KS 66045
Phone: (785) 864-3992
nenamh@ku.edu