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Multiple Disabilities (Diagnosis: The category of multiple disabilities is…
Multiple Disabilities
Diagnosis: The category of multiple disabilities is a vast portion of IDEA and the process of diagnosis very long and arduous. The series of testing the individual and teacher/parent/ school involvement is complex.
There are cultural considerations that factor in determining an IEP as well as evidence gathering through testing observations in school home and community settings.
Some cultures have a different expectation of what a child should know or be able to perform at certain ages. Family history and dynamics in their community are also considered in the body of evidence.
The use of evaluations printed in the student’s native language is preferred. It is more valid and reliable to use an evaluator who is fluent in the student’s dominant language than to use an interpreter.
Evaluation of culturally and linguistically diverse students should be conducted in the student’s dominant spoken language or alternative communication system. All student information should be interpreted in the context of school expectations with consideration given to the student’s socio-cultural background and the home and neighborhood setting in which he or she is functioning.
Each suspected disability needs a test showing 2.0 or more of an SD (Standard Deviations) test. This is a specific test that should answer questions of adaptive behavior and academic evaluations.
Once this long process has determined a student has multiple disabilities the next steps are taken to give that student the most opportunity to learn with the use of several strategies.
Obtaining and understanding an IEP for the student is the basis of any strategy. The parent and the student themselves are the some of the sources that make up the IEP.
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Sources:
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(Supports, Modifications, and Accommodations for Students Feb 8, 2017)
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Definition: Concomitant [simultaneous] impairments (such as mental retardation-blindness, mental retardation- orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.
