# data[].attributes.body
Multiple disabilities means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes 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.

Individuals with Disabilities Education Act, Sec. 300.8 (c) (7)
https://sites.ed.gov/idea/regs/b/a/300.8/c/7

# data[].attributes.body
When an individual has more than one disability at the same time, typically an intellectual disability and a sensory disability, it often leads to a need for a more comprehensive aid program for all present disabilities, rather than a program designed only to deal with one of them.

# data[].attributes.body
In the 2017-2018 school year, approximately 2% of the 6.7 million students covered by special education programs under the IDEA were living with multiple disabilities. This amounts to approximately 134,000 students.

https://nces.ed.gov/programs/coe/indicator_cgg.asp

# data[].attributes.body
"Multiple disabilities" is a broad term that encompasses symptoms from many different disabilities. As such, it may be difficult to diagnose specifically what disabilities an individual may have, as multiple may have similar symptoms. Individuals with multiple disabilities are often misdiagnosed with Autistic spectrum disorder, because the combination of the effects of the disabilities they do have may cause "an overlap of behavior."
(de Vaan, et al., 2016.)

# data[].attributes.body
.Limited speech or communication.
.Difficulty in basic physical mobility.
.Tendency to forget skills that are rarely used.
.Trouble generalizing skills from one situation to another.
.A need for support in major life activities.
.Difficulty in forming a sense of independence for themselves.

(Bryant, et al. 2020.)

# data[].attributes.body
As the effects of having multiple disabilities are so diverse, it is difficult to lock down on all possible causes. However, some possible causes include:
.Chromosomal abnormalities.
.Genetic disorders.
.Brain or spinal cord injury.
.Other bodily injury.
.Lack of development in brain or spinal cord.
.Prolonged illness.

http://www.arc.org.mv/arccando/multiple-disabilities/

# data[].attributes.headline
Tips for Teaching Students with Multiple Disabilities

# data[].attributes.subject
Tips for Teaching Students with Multiple Disabilities

# data[].attributes.body
1. Keep in mind that each individual with multiple disabilities is unique, and should be treated as such. No one special education plan will meet the needs of all individuals with multiple disabilities.
2. Let the student's strengths guide their learning process. If they feel confident in their efforts, they are more likely to succeed.
3. Allow for accommodations and modifications as necessary. Help the student feel like part of the group, by making it easier for them to participate.
4. Work closely with aides or paraprofessionals to make sure that individual students' needs are being met in class.
5. Give students the opportunity to participate in class, by allowing them to participate through choosing images and audio clips that they feel represent the lesson being taught. (Tomasik, 2007)

https://www.parentcenterhub.org/multiple/#teachers

# data[].attributes.headline
Common Issues faced by students with multiple disabilities

# data[].attributes.subject
Common Issues faced by students with multiple disabilities

# data[].attributes.body
Studies have found that even today, when awareness about SWD is higher than it ever has been, there are still a number of barriers met by students with multiple disabilities within the classroom. Some of these barriers include:
.A lack of proper training for teachers on how to serve SWD.
.Negative attitudes from teachers, largely resulting from this lack of training.
.Insufficient funding for proper assitive technologies and other
resources.
These are all problems that often result in students with multiple disabilities feeling unwelcome and isolated in the classroom.

(Copley & Ziavani, 2004)

# data[].attributes.body
Students with multiple disabilities can have any combination of needs for different aid in the classroom, but some appropriate technologies include:
.SmartBoard- These allow students to have a large, easily readable projection of the material placed in front of them. The interactive nature of the SmartBoard should help the student to remain engaged with the material.
.IntelliKeys- A programmable keyboard that helps students develop literacy skills using pictures and text, rather than the traditional keyboard layout.
.Clicker5- Similarly to IntelliKeys, Clicker5 is a picture and text based digital keyboard, which also gives students the option to have text read aloud to them.

http://www.pathstoliteracy.org/technology-students-multiple-disabilities

# data[].attributes.body
https://www.youtube.com/watc

# data[].attributes.body
1. Bryant, D.P., Bryant, B.R., & Smith, D.D. (2020). Teaching Students With Special Needs in Inclusive Classrooms, Second Edition. Thousand Oaks: California.
2. Individuals with Disabilities Education Act. (2004).

Sec. 300.8 (c) (7). Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8/c/7

3. Children and Youth With Disabilities. (2019) Retrieved from https://nces.ed.gov/programs/coe/indicator_cgg.asp
4. de Vaan, et al. (2016).
Behavioural assessment of autism spectrum disorders in people with multiple disabilities. Journal of Intellectual Disability Research, 60 (2). 101-112.

https://doi-org.gate.lib.buffalo.edu/10.1111/jir.12206

5. Child Advocacy Network of Disability Organizations. Multiple Disabilities. (2019). Retrieved from http://www.arc.org.mv/arccando/multiple-disabilities/
6. Tomasik, M. (2007). Effective inclusion activities for high school students with multiple disabilities. Journal of Visual Impairment & Blindness, 101(10), 657. http://www.sagepub.com.gate.lib.buffalo.edu
7. Center for Parent Information & Resources. (2019). Multiple Disabilities. Retrieved from https://www.parentcenterhub.org/multiple/#teachers
8. Copley, J., & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229–243. https://doi.org/10.1002/oti.213
9. Paths to Literacy. (n.d.) Technology for Students with Multiple Disabilities. Retrieved from http://www.pathstoliteracy.org/technology-students-multiple-disabilities
10. Smilito1. (2012, June 5). Understanding Multiple Disabilities [Video File]. Retrieved from https://www.youtube.com/watch?v=xKqN21OdsLQ