Students With Multiple Disabilities

1. Students With Multiple Disabilities Harold Johnson Michigan State University

2. Jones, T.W., Jones, J. K., & Wing, K.M. (2006). Students with multiple disabilities. In D. F. Moores & D.S. Martin (Eds.), Deaf learners: Developments in curriculum and instruction (pp. 127-143). Washington, DC” Gallaudet University Press. • “Deaf students with multiple disabilities have the educational needs of deaf students plus the educational needs associated with one or more additional disabilities.” (p. 127)

3. Jones et al (cont) • Common characteristics • Diverse in relation to the type and severity of additional disabilities • Low incidence in relation to the number of students in any one setting that demonstrate a similar array of disabilities • Difficulty in determining the presence and primacy of disabilities • Historically low levels of achievement achievement

4. Jones et al (cont) • Guiding Assumptions • Every child can learn • Each student with multiple disabilities is unique • Educational goals should be functional • Students must develop effective social skills • Families are critical for success • Cross disciplinary professionals must work together effectively

5. Jones et al (cont) • Approaches to curriculum design • Student centered, i.e., designed to meet their individual needs • Ecological assessments and instructional validity • Access to, yet adaptation of, the general education curriculum, i.e., • Depth of study • Curricular materials • Functional/applied activities • Focus on learning • Pace or rate of instruction • Alternative assessment of student progress • 12 month instruction