Students With Multiple Disabilities Harold Johnson Michigan State University

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 ). 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)

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

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

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