Learning, Intellectual, and Multiple Disabilities

LearningDisabilities

Disability Fact Sheet #7 (FS7)

NICHCY Disability Fact Sheet #7 January 2011

school, she’ll keep learning anddoing well.

WWWWWhat arehat arehat arehat arehat areLearning Learning Learning Learning Learning Disabilities?Disabilities?Disabilities?Disabilities?Disabilities?

Learning disability is ageneral term that describesspecific kinds of learningproblems. A learning disabilitycan cause a person to havetrouble learning and usingcertain skills. The skills mostoften affected are: reading,writing, listening, speaking,reasoning, and doing math.

“Learning disabilities” is notthe only term used to describethese difficulties. Others in-clude:

• dyslexia—which refers todifficulties in reading;

• dysgraphia—which refers todifficulties in writing; and

• dyscalcula—which refers todifficulties in math.

All of these are consideredlearning disabilities.

Learning disabilities (LD)vary from person to person.One person with LD may nothave the same kind of learningproblems as another personwith LD. Sara, in our exampleabove, has trouble with readingand writing. Another personwith LD may have problemswith understanding math. Stillanother person may havetrouble in both of these areas,as well as with understandingwhat people are saying.

Researchers think thatlearning disabilities are causedby differences in how a person’sbrain works and how it pro-cesses information. Childrenwith learning disabilities are not“dumb” or “lazy.” In fact, theyusually have average or aboveaverage intelligence. Theirbrains just process informationdifferently.

is theNational Dissemination Centerfor Children with Disabilities.

NICHCY1825 Connecticut Avenue N.W.

Washington, DC 200091.800.695.0285 (Voice / TTY)202.884.8200 (Voice / TTY)

[email protected]://nichcy.org

Sara’s StorySara’s StorySara’s StorySara’s StorySara’s Story

When Sara was in the firstgrade, her teacher startedteaching the students how toread. Sara’s parents were reallysurprised when Sara had a lot oftrouble. She was bright andeager, so they thought thatreading would come easily toher. It didn’t. She couldn’tmatch the letters to their soundsor combine the letters to createwords.

Sara’s problems continuedinto second grade. She stillwasn’t reading, and she washaving trouble with writing,too. The school asked Sara’smom for permission to evaluateSara to find out what wascausing her problems. Sara’smom gave permission for theevaluation.

The school conducted anevaluation and learned that Sarahas a learning disability. Shestarted getting special help inschool right away.

Sara’s still getting thatspecial help. She works with areading specialist and a resourceroom teacher every day. She’s inthe fourth grade now, and she’smade real progress! She isworking hard to bring herreading and writing up to gradelevel. With help from the

NICHCY: http://nichcy.org 2 Learning Disabilities (FS7)

There is no “cure” forlearning disabilities. They arelife-long. However, childrenwith LD can be high achieversand can be taught ways to getaround the learning disability.With the right help, childrenwith LD can and do learnsuccessfully.

How Common areHow Common areHow Common areHow Common areHow Common areLearning Disabilities?Learning Disabilities?Learning Disabilities?Learning Disabilities?Learning Disabilities?

Very common! As many as1 out of every 5 people in theUnited States has a learningdisability. Almost 1 millionchildren (ages 6 through 21)have some form of a learningdisability and receive specialeducation in school. In fact,one-third of all children whoreceive special education have alearning disability (Twenty-NinthAnnual Report to Congress, U.S.Department of Education,2010).

WWWWWhat Are the Signs ofhat Are the Signs ofhat Are the Signs ofhat Are the Signs ofhat Are the Signs ofa Learning Disability?a Learning Disability?a Learning Disability?a Learning Disability?a Learning Disability?

While there is no one “sign”that a person has a learningdisability, there are certainclues. We’ve listed a few below.Most relate to elementaryschool tasks, because learningdisabilities tend to be identifiedin elementary school. This isbecause school focuses on thevery things that may be difficultfor the child—reading, writing,math, listening, speaking,reasoning.A child probablywon’t show all of these signs, oreven most of them. However, ifa child shows a number of theseproblems, then parents and theteacher should consider thepossibility that the child has alearning disability.

When a child has a learningdisability, he or she:

• may have trouble learningthe alphabet, rhymingwords, or connecting lettersto their sounds;

• may make many mistakeswhen reading aloud, andrepeat and pause often;

• may not understand whathe or she reads;

• may have real trouble withspelling;

• may have very messyhandwriting or hold apencil awkwardly;

• may struggle to expressideas in writing;

• may learn language late andhave a limited vocabulary;

• may have trouble remem-bering the sounds thatletters make or hearingslight differences betweenwords;

• may have trouble under-standing jokes, comic strips,and sarcasm;

• may have trouble followingdirections;

• may mispronounce wordsor use a wrong word thatsounds similar;

• may have trouble organiz-ing what he or she wants tosay or not be able to thinkof the word he or she needsfor writing or conversation;

• may not follow the socialrules of conversation, suchas taking turns, and maystand too close to thelistener;

• may confuse math symbolsand misread numbers;

• may not be able to retell astory in order (what hap-pened first, second, third);or

• may not know where tobegin a task or how to goon from there.

If a child has unexpectedproblems learning to read,write, listen, speak, or do math,then teachers and parents maywant to investigate more. Thesame is true if the child isstruggling to do any one ofthese skills. The child may needto be evaluated to see if he orshe has a learning disability.

About the Evaluation ProcessAbout the Evaluation ProcessAbout the Evaluation ProcessAbout the Evaluation ProcessAbout the Evaluation Process

If you are concerned thatyour child may have a learningdisability, contact his or herschool and request that theschool conduct an individual-ized evaluation under IDEA (thenation’s special education law)to see if, in fact, a learningdisability is causing your childdifficulties in school. VisitNICHCY’s website and readmore about the evaluationprocess, beginning at:http://nichcy.org/schoolage/evaluation/

WWWWWhat if the School Systemhat if the School Systemhat if the School Systemhat if the School Systemhat if the School SystemDeclines to EvaluateDeclines to EvaluateDeclines to EvaluateDeclines to EvaluateDeclines to Evaluate

YYYYYour Child?our Child?our Child?our Child?our Child?

If the school doesn’t thinkthat your child’s learningproblems are caused by alearning disability, it maydecline to evaluate your child. Ifthis happens, there are specificactions you can take. Theseinclude:

• Contact your state’s ParentTraining and InformationCenter (PTI) for assistance.The PTI can offer youguidance and support inwhat to do next. Find yourPTI by visiting: http://www.parentcenternetwork.org/parentcenterlisting.html

• Consider having your childevaluated by an independentevaluator. You may have topay for this evaluation, oryou can ask that the schoolpay for it. To learn moreabout independent evalua-tions, visit NICHCY at:http://nichcy.org/schoolage/parental-rights/iee

• Ask for mediation, or use oneof IDEA’s other disputeresolution options. Parentshave the right to disagreewith the school’s decisionnot to evaluate their childand be heard. To find outmore about dispute resolu-tion options, visit NICHCYat: http://nichcy.org/schoolage/disputes/overview

IDEA’s Definition of LDIDEA’s Definition of LDIDEA’s Definition of LDIDEA’s Definition of LDIDEA’s Definition of LD

Not surprisingly, theIndividuals with DisabilitiesEducation Act (IDEA) includes adefinition of “specific learningdisability.” We’ve presented thisin the box below. IDEA also listsevaluation procedures that mustbe used at a minimum toidentify and document that achild has a specific learningdisability. These will now bediscussed in brief.

Additional EvaluationAdditional EvaluationAdditional EvaluationAdditional EvaluationAdditional EvaluationProcedures for LDProcedures for LDProcedures for LDProcedures for LDProcedures for LD

Now for the confusing part!The ways in which children areidentified as having a learningdisability have changed over theyears. Until recently, the mostcommon approach was to use a“severe discrepancy” formula.This referred to the gap, ordiscrepancy, between the child’sintelligence or aptitude and hisor her actual performance.

However, in the 2004 reauthori-zation of IDEA, how LD isdetermined has been expanded.IDEA now requires that statesadopt criteria that:

• must not require the use of asevere discrepancy betweenintellectual ability andachievement in determiningwhether a child has aspecific learning disability;


IDEA’s Definition of “Specific Learning Disability”IDEA’s Definition of “Specific Learning Disability”IDEA’s Definition of “Specific Learning Disability”IDEA’s Definition of “Specific Learning Disability”IDEA’s Definition of “Specific Learning Disability”

The nation’s special education law specifically defines the term“specific learning disability,” as follows:

(10) Specific learning disability —(i) General. Specific learningdisability means a disorder in one or more of the basicpsychological processes involved in understanding or inusing language, spoken or written, that may manifest itselfin the imperfect ability to listen, think, speak, read, write,spell, or to do mathematical calculations, including condi-tions such as perceptual disabilities, brain injury, minimalbrain dysfunction, dyslexia, and developmental aphasia.

(ii) Disorders not included. Specific learning disability doesnot include learning problems that are primarily the resultof visual, hearing, or motor disabilities, of mental retarda-tion, of emotional disturbance, or of environmental,cultural, or economic disadvantage.

34 CFR §300.8(c)(10)

• must permit local educa-tional agencies (LEAs) touse a process based on thechild’s response to scien-tific, research-based inter-vention; and

• may permit the use of otheralternative research-basedprocedures for determiningwhether a child has aspecific learning disability.

Basically, what this means isthat, instead of using a severediscrepancy approach to deter-mining LD, school systems mayprovide the student with aresearch-based intervention andkeep close track of the student’sperformance. Analyzing thestudent’s response to thatintervention (RTI) may then beconsidered by school districts inthe process of identifying that achild has a learning disability.

There are also other aspectsrequired when evaluatingchildren for LD. These includeobserving the student in his orher learning environment(including the regular educationsetting) to document academicperformance and behavior inthe areas of difficulty.

This entire fact sheet couldbe devoted to what IDEArequires when children areevaluated for a learning disabil-ity. Instead, let us refer you to atraining module on the subject.It’s quite detailed, but if youwould like to know thosedetails, read through Module 11of NICHCY’s Building the Legacycurriculum on IDEA 2004. It’savailable online, at: http://nichcy.org/laws/idea/legacy/module11

Moving on, let us supposethat the student has beendiagnosed with a specificlearning disability. What next?

WWWWWhat About School?hat About School?hat About School?hat About School?hat About School?

Once a child is evaluatedand found eligible for specialeducation and related services,school staff and parents meetand develop what is known asan Individualized EducationProgram, or IEP. This docu-ment is very important in theeducational life of a child withlearning disabilities. It describesthe child’s needs and theservices that the public schoolsystem will provide free ofcharge to address those needs.Learn more about the IEP, whatit includes, and how it is devel-oped, at:http://nichcy.org/schoolage/iep

Supports or changes in theclassroom (called accommoda-tions) help most students withLD. Common accommoda-tions are listed in the “Tips forTeachers” box on the next page.Accessible instructional materi-als (AIM) are among the mosthelpful to students whose LDaffects their ability to read andprocess printed language.Thanks to IDEA 2004, there arenumerous places to turn nowfor AIMs. We’ve listed onecentral source in “ResourcesEspecially for Teachers” on thenext page.

Assistive technology can alsohelp many students workaround their learning disabili-ties. Assistive technology canrange from “low-tech” equip-ment such as tape recorders to“high-tech” tools such asreading machines (which readbooks aloud) and voice recogni-


tion systems (which allow thestudent to “write” by talking tothe computer). To learn moreabout AT for students who havelearning disabilities, visit LDOnline’s Technology section, at:http://www.ldonline.org/indepth/technology

WWWWWhat About Home?hat About Home?hat About Home?hat About Home?hat About Home?

A child with learningdisabilities may need help athome as well as in school.Some suggestions are given inunder “Tips for Parents” (seepage 6) where you’ll find otherrelevant items listed, too.

ConclusionConclusionConclusionConclusionConclusion

Learning disabilities clearlyaffect some of the key skills inlife—reading, writing, doingmath. Because many peoplehave learning disabilities, thereis a great deal of expertise andsupport available. Take advan-tage of the many organizationsfocused on LD. Their materialsand their work are intendedsolely to help families, students,educators, and others under-stand LD and address it in waysthat have long-lasting impact.


TTTTTips for Tips for Tips for Tips for Tips for Teacherseacherseacherseacherseachers

Learn as much as you can about the differenttypes of LD. The resources and organizationslisted below can help you identify specifictechniques and strategies to support the studenteducationally.

Seize the opportunity to make an enormousdifference in this student’s life! Find out andemphasize what the student’s strengths andinterests are. Give the student positive feedbackand lots of opportunities for practice.

Provide instruction and accommodations toaddress the student’s special needs. Examples:

• breaking tasks into smaller steps, and givingdirections verbally and in writing;

• giving the student more time to finishschoolwork or take tests;

• letting the student with reading problemsuse instructional materials that are acces-sible to those with print disabilities;

• letting the student with listening difficul-ties borrow notes from a classmate or usea tape recorder; and

• letting the student with writing difficul-ties use a computer with specializedsoftware that spell checks, grammarchecks, or recognizes speech.

Learn about the different testing modifica-tions that can really help a student with LDshow what he or she has learned.

Teach organizational skills, study skills, andlearning strategies. These help all studentsbut are particularly helpful to those with LD.

Work with the student’s parents to create anIEP tailored to meet the student’s needs.

Establish a positive working relationship withthe student’s parents. Through regular com-munication, exchange information about thestudent’s progress at school.

Resources Especially Resources Especially Resources Especially Resources Especially Resources Especially for for for for for TTTTTeacherseacherseacherseacherseachers

LD Online | For Educatorshttp://www.ldonline.org/educators

LD Online | Teaching and Instructionhttp://www.ldonline.org/indepth/teaching

National Center for Learning Disabilities |Especially for Teachershttp://www.ncld.org/at-school/especially-for-teachers

TeachingLD | A service of the Division for LearningDisabilities (DLD) of the Council for Exceptional Childrenhttp://teachingld.org/

Learning Disabilities Association of America |For Teachershttp://www.ldanatl.org/aboutld/teachers/index.asp

National Center for Accessible Instructional Materials |Find AIM in your state!http://aim.cast.org/

Reading Rockets | For Teachershttp://www.readingrockets.org/audience/teachers

This publication is made possible through Cooperative Agreement #H326N080003 between FHI 360 and theOffice of Special Education Programs, U.S. Department of Education. The contents of this document do notnecessarily reflect the views or policies of the Department of Education, nor does mention of trade names,commercial products, or organizations imply endorsement by the U.S. Government.


TTTTTips for Pips for Pips for Pips for Pips for Parentsarentsarentsarentsarents

Learn about LD. The more you know, the moreyou can help yourself and your child.

Praise your child when he or she does well.Children with LD are often very good at avariety of things. Find out what your child reallyenjoys doing, such as dancing, playingsoccer, or working with computers.Give your child plenty of opportu-nities to pursue his or herstrengths and talents.

Find out the ways your childlearns best. Does he or she learnby hands-on practice, looking, orlistening? Help your child learnthrough his or her areas ofstrength.

Let your son or daughter help with householdchores. These can build self-confidence andconcrete skills. Keep instructions simple, breakdown tasks into smaller steps, and reward yourchild’s efforts with praise.

Make homework a priority. Read more abouthow to help your child be a success at home-work in the resources listed below.

Pay attention to your child’s mental health (andyour own!). Be open to counseling, which canhelp your child deal with frustration, feel betterabout himself or herself, and learn more aboutsocial skills.

Talk to other parents whose children have LD.Parents can share practical advice and emo-tional support. You can identify parent groups

Resources Especially Resources Especially Resources Especially Resources Especially Resources Especially for for for for for PPPPParentsarentsarentsarentsarents

LD Online | For Parentshttp://www.ldonline.org/parents

LD Online | Parenting and Familyhttp://www.ldonline.org/indepth/parenting

National Center for Learning Disabilities |In the Homehttp://www.ncld.org/in-the-home

Learning Disabilities Associationof America | For Parentshttp://www.ldanatl.org/aboutld/parents/index.asp

Reading Rockets | For Parentshttp://www.readingrockets.org/audience/parents

in your area via NICHCY's State Resource Sheets.Go to the section entitled "Disability-SpecificAgencies" and scroll down until you reach"learning disabilities."

Meet with school personnel and help develop anIEP to address your child’s needs. Plan what

accommodations your child needs, anddon’t forget to talk about AIM or

assistive technology!

Establish a positive workingrelationship with your child’steacher. Through regular com-munication, exchange informa-tion about your child’s progressat home and at school.

NICHCY Disability Fact Sheet #7January 2011

IntellectualDisabilities

WWWWWhat Causes anhat Causes anhat Causes anhat Causes anhat Causes anIntellectual Disability?Intellectual Disability?Intellectual Disability?Intellectual Disability?Intellectual Disability?

Doctors have found manycauses of intellectual disabilities.The most common are:

• Genetic conditions. Sometimesan intellectual disability iscaused by abnormal genesinherited from parents, errorswhen genes combine, or otherreasons. Examples of geneticconditions are Down syn-drome, fragile X syndrome,and phenylketonuria (PKU).

• Problems during pregnancy. Anintellectual disability canresult when the baby does not

NICHCY Disability Fact Sheet #8 January 2011

Matthew’s StoryMatthew’s StoryMatthew’s StoryMatthew’s StoryMatthew’s Story

Matt is 15 years old. BecauseMatt has an intellectual disabil-ity, he has been receiving specialeducation services since elemen-tary school. These services havehelped him tremendously,because they are designed to fithis special learning needs.

Last year he started highschool. He, his family, and theschool took a good hard look atwhat he wants to do whensecondary school is over. Doeshe want more education? A job?Does he have the skills he needsto live on his own?

Answering these questionshas helped Matt and the schoolplan for the future. He’s alwaysbeen interested in the outdoors,in plants, and especially in trees.He knows all the tree names andcan recognize them by theirleaves and bark. So this year he’slearning about jobs like forestry,landscaping, and groundsmaintenance. Next year he hopesto get a part-time job. He’slearning to use public transporta-tion, so he’ll be able to get toand from the job.





Having an intellectual disabil-ity makes it harder for Matt tolearn new things. He needs thingsto be very concrete. But he’sdetermined. He wants to workoutside, maybe in the park serviceor in a greenhouse, and he’sgetting ready!

WWWWWhat hat hat hat hat are anare anare anare anare anIntellectual DisabilityIntellectual DisabilityIntellectual DisabilityIntellectual DisabilityIntellectual Disability?????

Intellectual disability is a termused when a person has certainlimitations in mental functioningand in skills such as communicat-ing, taking care of him or herself,and social skills. These limitationswill cause a child to learn anddevelop more slowly than atypical child.

Children with intellectualdisabilities (sometimes calledcognitive disabilities or mentalretardation) may take longer tolearn to speak, walk, and take careof their personal needs such asdressing or eating. They are likelyto have trouble learning inschool. They will learn, but it willtake them longer. There may besome things they cannot learn.


develop inside the motherproperly. For example, theremay be a problem with theway the baby’s cells divide asit grows. A woman whodrinks alcohol or gets aninfection like rubella duringpregnancy may also have ababy with an intellectualdisability.

• Problems at birth. If a baby hasproblems during labor andbirth, such as not gettingenough oxygen, he or she mayhave an intellectual disability.

• Health problems. Diseases likewhooping cough, the measles,or meningitis can causeintellectual disabilities. Theycan also be caused by extrememalnutrition (not eatingright), not getting enoughmedical care, or by beingexposed to poisons like leador mercury.

An intellectual disability isnot a disease. You can’t catch anintellectual disability fromanyone. It’s also not a type ofmental illness, like depression.There is no cure for intellectual

disabilities. However, mostchildren with an intellectualdisability can learn to do manythings. It just takes them moretime and effort than otherchildren.

How Common areHow Common areHow Common areHow Common areHow Common areIntellectual Disabilities?Intellectual Disabilities?Intellectual Disabilities?Intellectual Disabilities?Intellectual Disabilities?

Intellectual disability is themost common developmentaldisability.1 Approximately 6.5million people in the UnitedStates have an intellectualdisability.2 More than 545,000children (ages 6-21) have somelevel of intellectual disability andreceive special education servicesin public school under thiscategory in IDEA, the nation’sspecial education law.3 In fact, 1in every 10 children who needspecial education have someform of intellectual disability.4

WWWWWhat are the Signs ofhat are the Signs ofhat are the Signs ofhat are the Signs ofhat are the Signs of Intellectual Disability? Intellectual Disability? Intellectual Disability? Intellectual Disability? Intellectual Disability?

There are many signs of anintellectual disability. For ex-ample, children with an intellec-tual disability may:

• sit up, crawl, or walk laterthan other children;

• learn to talk later, or havetrouble speaking,

• find it hard to rememberthings,

• not understand how to payfor things,

• have trouble understandingsocial rules,

• have trouble seeing theconsequences of their actions,

• have trouble solving prob-lems, and/or

• have trouble thinkinglogically.

How are IntellectualHow are IntellectualHow are IntellectualHow are IntellectualHow are IntellectualDisabilities Diagnosed?Disabilities Diagnosed?Disabilities Diagnosed?Disabilities Diagnosed?Disabilities Diagnosed?

Intellectual disabilities arediagnosed by looking at twomain things. These are:

• the ability of a person’s brainto learn, think, solve prob-lems, and make sense of theworld (called IQ or intellectualfunctioning); and

• whether the person has theskills he or she needs to liveindependently (called adaptivebehavior, or adaptive function-ing).

Intellectual functioning, orIQ, is usually measured by a testcalled an IQ test. The averagescore is 100. People scoringbelow 70 to 75 are thought tohave an intellectual disability. Tomeasure adaptive behavior,professionals look at what achild can do in comparison toother children of his or her age.Certain skills are important toadaptive behavior. These are:

• daily living skills, such asgetting dressed, going to thebathroom, and feeding one’sself;

• communication skills, such asunderstanding what is saidand being able to answer;

• social skills with peers, familymembers, adults, and others.

To diagnose an intellectualdisability, professionals look atthe person’s mental abilities (IQ)and his or her adaptive skills.

NICHCY: http://nichcy.org 2 Intellectual Disabilities (FS8)

Both of these are highlighted inthe definition of this disability inthe box on this page. Thisdefinition comes from theIndividuals with DisabilitiesEducation Act (IDEA). IDEA isthe federal law that guides howearly intervention and specialeducation services are providedto infants, toddlers, children, andyouth with disbilities.

Providing services to helpindividuals with intellectualdisabilities has led to a newunderstanding of how we definethe term. After the initial diagno-sis is made, we look at a person’sstrengths and weaknesses. Wealso look at how much supportor help the person needs to getalong at home, in school, and inthe community. This approachgives a realistic picture of eachindividual. It also recognizes thatthe “picture” can change. As theperson grows and learns, his orher ability to get along in theworld grows as well.

Help forHelp forHelp forHelp forHelp forBabies and TBabies and TBabies and TBabies and TBabies and Toddlersoddlersoddlersoddlersoddlers

When a baby is born with anintellectual disability, his or herparents should know that there’sa lot of help available—andimmediately. Shortly after thediagnosis of ID is confirmed,parents will want to get in touchwith the early interventionsystem in their community. We’lltell you how in a moment.

Early intervention is a systemof services designed to helpinfants and toddlers with dis-abilities (until their 3rd birthday)and their families. It’s mandatedby IDEA. Staff work with thechild’s family to develop what isknown as an Individualized Family

Services Plan, or IFSP. The IFSPwill describe the child’s uniqueneeds as well as the services he orshe will receive to address thoseneeds. The IFSP will also empha-size the unique needs of thefamily, so that parents and otherfamily members will know howto help their young child withintellectual disability. Earlyintervention services may beprovided on a sliding-fee basis,meaning that the costs to thefamily will depend upon theirincome.

To access early interventionservices in your area, consultNICHCY’s State Resource Sheet foryour state. It’s available online at:http://nichcy.org/state-organiza-tion-search-by-state

There, you’ll find a listing forearly intervention under the firstsection, State Agencies. Theagency listed will be able to putyou in contact with the earlyintervention program in yourcommunity.

To learn more about earlyintervention, including how towrite the IFSP, visit NICHCY at:

http://nichcy.org/babies/over-view/

Help forHelp forHelp forHelp forHelp forSchool-Aged ChildrenSchool-Aged ChildrenSchool-Aged ChildrenSchool-Aged ChildrenSchool-Aged Children

Just as IDEA requires thatearly intervention be madeavailable to babies and toddlerswith disabilities, it requires thatspecial education and relatedservices be made available freeof charge to every eligible childwith a disability, includingpreschoolers (ages 3-21). Theseservices are specially designed toaddress the child’s individualneeds associated with the dis-ability—in this case, an intellec-tual disability.

School staff will work withthe child’s parents to develop anIndividualized Education Program,or IEP. The IEP is similar to anIFSP. It describes the child’sunique needs and the servicesthat have been designed to meetthose needs. Special educationand related services are providedat no cost to parents.


Definition of “Intellectual Disability”Definition of “Intellectual Disability”Definition of “Intellectual Disability”Definition of “Intellectual Disability”Definition of “Intellectual Disability”under IDEAunder IDEAunder IDEAunder IDEAunder IDEA

Until Rosa’s Law was signed into law by President Obama inOctober 2010, IDEA used the term “mental retardation” insteadof “intellectual disability.” Rosa’s Law changed the term to beused in future to “intellectual disability.” The definition itself,however, did not change. Accordingly, “intellectual disability” isdefined as...

“...significantly subaverage general intellectual functioning,existing concurrently with deficits in adaptive behavior andmanifested during the developmental period, that adverselyaffects a child’s educational performance.”

[34 CFR §300.8(c)(6)]


To access special educationservices for a school-aged childin your area, get in touch withyour local public school system.Calling the elementary school inyour neighborhood is an excel-lent place to start.

There is a lot to know aboutthe special education process,much of which you can learn atNICHCY, which offers a widerange of publications on thetopic. Enter our special educa-tion information at:http://nichcy.org/schoolage/

EducationalEducationalEducationalEducationalEducationalConsiderationsConsiderationsConsiderationsConsiderationsConsiderations

A child with an intellectualdisability can do well in schoolbut is likely to need the individu-alized help that’s available asspecial education and relatedservices. The level of help andsupport that’s needed willdepend upon the degree ofintellectual disability involved.

General education. It’simportant that students withintellectual disabilities be in-volved in, and make progress in,the general education curricu-lum. That’s the same curriculumthat’s learned by those withoutdisabilities. Be aware that IDEA

does not permit a student to beremoved from education in age-appropriate general educationclassrooms solely because he orshe needs modifications to bemade in the general educationcurriculum.

Supplementary aids andservices. Given that intellectualdisabilities affect learning, it’soften crucial to provide supportsto students with ID in theclassroom. This includes makingaccommodations appropriate tothe needs of the student. It alsoincludes providing what IDEAcalls “supplementary aids andservices.” Supplementary aidsand services are supports thatmay include instruction, person-nel, equipment, or other accom-modations that enable childrenwith disabilities to be educatedwith nondisabled children to themaximum extent appropriate.

Thus, for families and teach-ers alike, it’s important to knowwhat changes and accommoda-tions are helpful to students withintellectual disabilities. Theseneed to be discussed by the IEPteam and included in the IEP, ifappropriate.

Some common changes thathelp students with intellectualdisabilities are listed in the “Tipsfor Teachers” box on the nextpage. The organizations listed inthe Resource Section also offer agreat deal of information onways to help children withintellectual disabilities learn andsucceed in school. And you canalso consult NICHCY, beginningonline at: http://nichcy.org/schoolage/accommodations/

Adaptive skills. Many chil-dren with intellectual disabilitiesneed help with adaptive skills,which are skills needed to live,work, and play in the commu-nity. Teachers and parents canhelp a child work on these skillsat both school and home. Someof these skills include:

• communicating with others;

• taking care of personal needs(dressing, bathing, going tothe bathroom);

• health and safety;

• home living (helping to setthe table, cleaning the house,or cooking dinner);

• social skills (manners, know-ing the rules of conversation,getting along in a group,playing a game);

• reading, writing, and basicmath; and

• as they get older, skills thatwill help them in the work-place.

Transition planning. It’sextremely important for familiesand schools to begin planningearly for the student’s transitioninto the world of adulthood.Because intellectual disabilityaffects how quickly and how wellan individual learns new infor-mation and skills, the soonertransition planning begins, themore can be accomplishedbefore the student leaves second-ary school.

IDEA requires that, at thelatest, transition planning forstudents with disabilities mustbegin no later than the first IEPto be in effect when they turn 16.The IEP teams of many studentswith intellectual disabilities feel



Learn as much as you can aboutintellectual disability. The organiza-tions listed on this page will helpyou identify techniques and strate-gies to support the student educa-tionally. We’ve also listed somestrategies below.

Recognize that you can make anenormous difference in this student’s

life! Find out what the student’s strengths andinterests are, and emphasize them. Createopportunities for success.

If you are not part of the student’s IEP team,ask for a copy of his or her IEP. The student’seducational goals will be listed there, as wellas the services and classroom accommoda-tions he or she is to receive. Talk to others inyour school (e.g., special educators), asnecessary. They can help you identify effectivemethods of teaching this student, ways toadapt the curriculum, and how to address thestudent’s IEP goals in your classroom.

Be as concrete as possible. Demonstrate whatyou mean rather than giving verbal directions.Rather than just relating new informationverbally, show a picture. And rather than justshowing a picture, provide the student withhands-on materials and experiences and theopportunity to try things out.

Break longer, new tasks into small steps.Demsonstrate the steps. Have the student dothe steps, one at a time. Provide assistance, asnecessary.

Give the student immediate feedback.

Teach the student life skills such as dailyliving, social skills, and occupational aware-ness and exploration, as appropriate. Involvethe student in group activities or clubs.

Work together with the student’s parents andother school personnel to create and imple-ment an IEP tailored to meet the student’sneeds. Regularly share information about howthe student is doing at school and at home.

that it’s important for these students to beginearlier than that. And they do.

For more information, visit NICHCY’sTransition pages, beginning at: http://nichcy.org/schoolage/transitionadult/

ReferencesReferencesReferencesReferencesReferences1 National Center on Birth Defects andDevelopmental Disabilities. (2005). Intellec-tual disability. Available online at:www.cdc.gov/ncbddd/dd/mr3.htm

2 The Arc. (2009). Introduction to intellectual disabili-ties. Available online at: http://www.thearc.org/page.aspx?pid=2448

3 U.S. Department of Education. (2010). 29thannual report to Congress on the implementation of theIndividuals with Disabilities Education Act, 2007 (Vol.2). Washington, DC: Autor. Available online at:http://www2.ed.gov/about/reports/annual/osep/index.html

4 Ibid.

OrganizationsOrganizationsOrganizationsOrganizationsOrganizations

The Arc of the United States800.433.5255 | [email protected] | www.thearc.orgFind a local chapter near you:http://www.thearc.org/page.aspx?pid=2437

American Association on Intellectual andDevelopmental Disabilities800.424.3688 | www.aaidd.org/The AAIDD definition manual contains the world’smost current and authoritative information onintellectual disability, including best practiceguidelines on diagnosing and classifying intellec-tual disability and developing a system of supportsfor people living with an intellectual disability.

Division on Autism and DevelopmentalDisabilities (DADD)This division of the Council for ExceptionalChildren offers many publications and journals forprofessionals. http://daddcec.org/

“Tips for Parents” appears on the next page.

This publication is copyright free. Readers are encouraged to copy and share it, but please credit theNational Dissemination Center for Children with Disabilities (NICHCY).

This publication is made possible through Cooperative Agreement #H326N080003 between FHI 360and the Office of Special Education Programs, U.S. Department of Education. The contents of this docu-ment do not necessarily reflect the views or policies of the Department of Education, nor does mention oftrade names, commercial products, or organizations imply endorsement by the U.S. Government.

FS8—January 2011


❑ Learn about intellectual disability. Themore you know, the more you canhelp yourself and your child. See thelist of organizations on page 5.

❑ Be patient, be hopeful. Your child, likeevery child, has a whole lifetime tolearn and grow.

❑ Encourage independence in your child. Forexample, help your child learn daily careskills, such as dressing, feeding him orherself, using the bathroom, and grooming.

❑ Give your child chores. Keep her age,attention span, and abilities in mind. Breakdown jobs into smaller steps. For example,if your child’s job is to set the table, first askher to get the right number of napkins.Then have her put one at each familymember’s place at the table. Do the samewith the utensils, going one at a time. Tellher what to do, step by step, until the job isdone. Demonstrate how to do the job. Helpher when she needs assistance.

❑ Give your child frequent feedback. Praiseyour child when he or she does well. Buildyour child’s abilities.

❑ Find out what skills your child is learningat school. Find ways for your child to applythose skills at home. For example, if theteacher is going over a lesson about money,

take your child to the supermarket withyou. Help him count out the money topay for your groceries. Help him countthe change.

❑ Find opportunities in your commu-nity for social activities, such as scouts,recreation center activities, sports, and

so on. These will help your child buildsocial skills as well as to have fun.

❑ Talk to other parents whose children havean intellectual disability. Parents can sharepractical advice and emotional support.Visit NICHCY’s State-Specific Resourcespage and find a parent group near you.Look in the Disability-Specific section,under “intellectual disabilities.” StateSheets are online at:http://nichcy.org/state-organization-search-by-state

❑ Meet with the school and develop anIEP to address your child’s needs. Keep intouch with your child’s teachers. Offersupport. Find out how you can supportyour child’s school learning at home.

❑ Take pleasure in your beautiful one. He—she—is a treasure. Learn from your child,too. Those with intellectual disabilitieshave a special light within—let it shine.

Multiple Disabilities


NICHCY Disability Fact Sheet #10 August 2013

Sharon’s StorySharon’s StorySharon’s StorySharon’s StorySharon’s Story

Sharon is an active fiveyear old who loves to spendtime with her grandmother.She also loves to fingerpaintand play with the family dog.Sharon has multiple disabili-ties. When she was born, shedidn’t get enough oxygen.As a result, she has anintellectual disability,problems with mobility, anda speech impairment thatmakes it hard to understandwhat she’s saying. Thatdoesn’t stop Sharon fromchattering, though. She hasa lot to say.

For Sharon’s parents,it’s been a long road fromSharon’s birth to today.When she was just a baby,she began receiving specialservices called earlyintervention. These serviceshelp children withdisabilities from birth totheir third birthday. Inearly intervention, Sharonlearned to crawl and tostand and—finally!—towalk with braces.

Now in preschool,Sharon receives specialeducation services. Like earlyintervention, these servicesare meant to address herspecial learning needs. Herparents are very involved.They sit down often with thepreschool staff and talk aboutSharon’s progress. The teamalso talks about Sharon’schallenges and how toaddress them. Last week, forexample, Sharon got apicture board to help hercommunicate. She’s busylearning to use it.





Sharon’s parents knowthat Sharon will always needsome support because of hermultiple disabilities. But herparents also know howdetermined Sharon can bewhen she’s learning some-thing new. She’s going tolearn it, by golly, there’s nostopping her.

Causes of MultipleCauses of MultipleCauses of MultipleCauses of MultipleCauses of MultipleDisabilitiesDisabilitiesDisabilitiesDisabilitiesDisabilities

Having multiple disabili-ties means that a person hasmore than one disability.What caused the disabilities?Often, no one knows.

With some children,however, the cause is known.For example, Sharon’sdisabilities were caused by alack of oxygen at birth. Othercauses can include:

• Chromosomalabnormalities

• Premature birth

• Difficulties after birth

NICHCY: http://nichcy.org 2 Multiple Disabilities (FS10)

• Poor development of the brain or spinalcord

• Infections

• Genetic disorders

• Injuries from accidents1

Whatever the cause, the result is that thechild has multiple disabilities. Fortunately,there’s help available. Keep reading to find outmore.

Multiple DisabilitiesMultiple DisabilitiesMultiple DisabilitiesMultiple DisabilitiesMultiple DisabilitiesAren’t All the SameAren’t All the SameAren’t All the SameAren’t All the SameAren’t All the Same

The term multiple disabilities is general andbroad. From the term, you can’t tell:

• how many disabilities a child has;

• which disabilities are involved; or

• how severe each disability is.

Many combinations of disabilities arepossible. For example, one child with multipledisabilities may have an intellectual disabilityand deafness. Another child may have cerebralpalsy and autism. Sharon, above, had threedifferent disabilities. All have multiple disabili-ties—but oh, such different ones!

To support, parent, or educate a child withmultiple disabilities, it’s important to know:

• which individual disabilities are involved;

• how severe (or moderate or mild) eachdisability is; and

• how each disability can affect learning anddaily living.

The different disabilities will also have acombined impact. That’s why it’s also importantto ask: How does the combination of thesedisabilities affect the child’s learning, balance,use of the senses, thinking, and so on?

The answer will help parents and involvedprofessionals decide what types of supportsand services the child needs now and in thefuture.

Help for ChildrenHelp for ChildrenHelp for ChildrenHelp for ChildrenHelp for Childrenwith Multiple Disabilitieswith Multiple Disabilitieswith Multiple Disabilitieswith Multiple Disabilitieswith Multiple Disabilities

When children have multiple disabilities,they are often eligible for the type of help thatSharon, our story girl, is receiving. In fact, morethan 8,000 children in preschool (ages 3-5)received special education and related servicesin the U.S. in the Fall of 2011 because of theirmultiple disabilities.2 More than 125,000school-aged children did, too.3

For babies and toddlers | When a baby isborn with multiple disabilities, his or herparents should know that there’s a lot of helpavailable—and immediately. Shortly after thediagnosis of multiple disabilities is made,parents will want to get in touch with the earlyintervention system in their community. We’lltell you how in a moment.

Early intervention is a system of servicesthat helps infants and toddlers with disabilities(until their 3rd birthday) and their families.Early intervention services are available in everystate and territory, as required by theIndividuals with Disabilities Education Act(IDEA). These services may be provided on asliding-fee basis. This means that the costs tothe family will depend upon their income.

Have you recently learned thatHave you recently learned thatHave you recently learned thatHave you recently learned thatHave you recently learned that your child has multiple disabilities? your child has multiple disabilities? your child has multiple disabilities? your child has multiple disabilities? your child has multiple disabilities?

If so, you may find it helpful to read twoarticles on our website:

New to disability?http://nichcy.org/families-community/new-to-disability

You are not alonehttp://nichcy.org/families-community/notalone/


• To access early intervention servicesin your area, consult NICHCY’sState Organizations page, onlineat: http://nichcy.org/state-organization-search-by-state

There, select your state. Thenuse the drop-down menu toselect “State Agencies.” You’llget a list of State Agencies inyour state. Look for the title“Early Intervention.” The agencylisted beneath will be able to put you incontact with the early intervention programin your community.

• To learn more about early intervention, visitNICHCY at:http://nichcy.org/babies/overview/

For children in school | IDEA also requiresthat special education and related services bemade available to every eligible child withmultiple disabilities. This includes preschoolers(ages 3-21). These services are speciallydesigned to address the child’s individual needsassociated with the disabilities. The services areprovided at no cost to families.

• To access special education services for aschool-aged child with multiple disabilities,get in touch with your local school system.Calling the elementary school in yourneighborhood is an excellent place to start.

• To learn more about special education (andthere’s a lot to know!), visit NICHCY. Findour special education information at:http://nichcy.org/schoolage/

IDEAIDEAIDEAIDEAIDEA’s Definition’s Definition’s Definition’s Definition’s Definition

Speaking of IDEA, this very importantfederal law defines the term multiple disabilities.

Multiple disabilities……means concomitant [simultaneous]impairments (such as intellectualdisability-blindness, intellectualdisability-orthopedic impairment,etc.), the combination of which causes

such severe educational needsthat they cannot be accommo-dated in a special educationprogram solely for one of theimpairments. The term doesnot include deaf-blindness.[§300.8(c)(7)]

As you can see, there’s more toIDEA’s definition of multiple

disabilities than having more thanone impairment or disability. A key

part of the definition is that the combination ofdisabilities causes the student to have severeeducational needs. In fact, those educationalneeds must be severe enough that they cannotbe addressed by providing special educationservices for only one of the impairments.

The federal definition of multipledisabilities gives two examples of possiblecombinations of disabilities:

• intellectual disability and blindness; and

• intellectual disability and orthopedicimpairment.

But these are just examples. A child mayhave another combination of disabilities thatcauses severe educational needs—cerebral palsyand autism, for example, or blindness and anemotional disturbance. Whatever the combina-tion is, a child served under IDEA’s category of“multiple disabilities” will have a specialeducation program that is designed to addressthe educational needs that arise from all of thechild’s disabilities, not just one.

Note that IDEA does not include deaf-blindness as an example of multiple disabili-ties. That’s because deaf-blindness is definedseparately and is a disability category of its ownunder IDEA.

Beyond the FBeyond the FBeyond the FBeyond the FBeyond the Federal Definitionederal Definitionederal Definitionederal Definitionederal Definition

So, what level of educational need isconsidered “severe enough” to make a studentwith multiple disabilities eligible for specialeducation? Each state defines this for itself. So

it’s important to know your state’s definition ofmultiple disabilities. It’s also important toknow:

• how each disability affects the child’slearning and functioning, and

• how the combination of disabilities does aswell.

NICHCY offers many fact sheetson disabilities. To learn moreabout specific disabilities, visitour Fact Sheets page, at:http://nichcy.org/disability/specific

Bear in mind that it’s hardto say how a combination ofspecific disabilities will affectan individual child. That willdepend on the disabilitiesinvolved and their severity.

TTTTThe Evaluation Processhe Evaluation Processhe Evaluation Processhe Evaluation Processhe Evaluation Process

An in-depth evaluation of the child must beconducted (with parental consent) before anyservices or supports may be provided underIDEA. This evaluation is free of charge tofamilies. Its purpose is to gather detailedinformation about:

• the nature and extent of the child’sdisabilities; and

• the educational or developmental needsresulting from those disabilities.

With information from the evaluation,parents and involved professionals can thenwork together to decide what services andsupports the child will receive, given his or herindividual needs.

This is a very brief overview of theevaluation process under IDEA. To learn moreabout this vital step, visit NICHCY’s discussionat: http://nichcy.org/schoolage/evaluation


Supporting Children withSupporting Children withSupporting Children withSupporting Children withSupporting Children withMultiple DisabilitiesMultiple DisabilitiesMultiple DisabilitiesMultiple DisabilitiesMultiple Disabilities

Most children with multiple disabilities willneed some level of help and support through-out their lives. How much support a child needs

will depend on the disabilities involved. Achild with mild multiple disabilities may

only need intermittent support (mean-ing, support is needed every now

and again, or for particulartasks). Children with multiple,more severe disabilities arelikely to need ongoing support.

Support in major life activities| When considering what

supports a child needs, it’s helpfulto think about major life activities.

“Major life activities” includeactivities such as:

• caring for oneself;

• performing manual tasks;

• seeing, hearing, eating, and sleeping;

• walking, standing, lifting, and bending;

• speaking and communicating;

• breathing;

• learning;

• reading;

• concentrating and thinking; and

• working.4

Are any of these major life activities achallenge for the child because of his or herdisabilities? Five-year-old Sharon has difficul-ties with caring for herself, walking, standing,and communicating. Her intellectual disabilitymakes learning, reading, concentrating, andthinking a challenge. Not surprisingly, these arethe areas where Sharon needs extensivesupport. Only time will tell how much supportshe’ll need as she grows older.


Learn about each of your child’sdisabilities. The more you know,the more you can help yourself andyour child. To identify organizationsthat specialize in each of yourchild’s disabilities, visit NICHCY’sNational Organizations Gateway, at:http://nichcy.org/org-gateway

Love and play with your child. Treat yourson or daughter as you would a child withoutdisabilities. Take your child places, readtogether, have fun.

Know your child’s needs, play to his orher strengths. Each child with multipledisabilities has learning needs, yes, but eachalso has his or her own set of skills, strengths,interests, enthusiasms, and preferences. Thesecan be used to motivate your child and enrichlearning, growth, and individuality.

Don’t let the labels get you down. Whatterms should you use to describe your child’sdisabilities? There may be many to choose from(e.g., delay, developmental disability, cerebralpalsy, physical disability, speech or languagedisorder, multiple disabilities), and each onedescribes a different aspect of your child. Learnto understand and be comfortable with usingeach one. This will help you be an advocate foryour child and his or her unique gifts andchallenges.

Encourage your child to be independent.For example, help your son or daughter learnself-care skills such as getting dressed, groom-ing, and doing laundry.

Team with the professionals working withyour child. As a parent, you have the right toparticipate in team meetings where your child’seducation or program is being planned. Bethere. Share your unique knowledge of whoyour son or daughter is; advocate that theprogram address your child’s needs.

Investigate assistive technology (AT). AT isappropriate, even essential, for many children


with multiple disabilities. Without AT,there may be many tasks they simplycannot do or will have difficultydoing. Computers, augmentative/alternative communication systems,communication boards, head sticks,

and adaptive switches are just someexamples of helpful AT. Visit the Family

Center on Technology and Disability tolearn more about which ATdevices may be useful to your child:http://www.fctd.info

Practice and reinforce. Do your child’sdisabilities affect his or her intellectual func-tioning? If so, he or she will be slower to learnnew things and will have difficulty applyingthat learning in new situations. Be concrete.Give lots of hands-on opportunities for learn-ing and practice. Give feedback immediately.Repeat the learning task in different settings.

Give your child chores. Keep in mind hisor her age, mental capacity, attention span, andabilities. If necessary, divide tasks into smallsteps. Explain what your child is supposed todo, step by step, until the chore is done.Demonstrate. Offer help when it’s needed andpraise when things go well.

Find out what your child is learning atschool. Look for ways to apply it at home. Forexample, if the teacher is reviewing concepts ofmoney, take your child to the supermarket withyou to help keep track of what money you’respending.

Look for social opportunities in thecommunity (such as Scouts) or activitiesoffered through the department of sports andleisure. Joining in and taking part will helpyour child develop social skills and have fun.

Talk with other parents whose childrenhave disabilities—especially those who haveone or more of the same disabilities as yourchild. Other parents can be a fountain ofpractical advice and emotional support. Visitthe websites of the disability organizationsyou’ve identified to see if they have a parentgroup nearby.

You can also identify parent groups in yourarea by consulting NICHCY’s State Organiza-tions page (see the box below). We also suggestreading Parent Groups, available online at:http://nichcy.org/families-community/help/parentgroups

Be patient, be hopeful. Your child, likeevery child, has a whole lifetime to learn andgrow.


Know the needs, play to the strengths.Each student with multiple disabilities willhave his or her own set of skills, strengths, andlearning needs. Learning more about eachdisability of the student will be helpful inaddressing those learning needs. Also find outmore about the student’s strengths and inter-ests, enthusiasms, and preferences. These canbe used to motivate the student and enrich theeducation he or she receives. Parents are a greatsource of this information. So is the student!

Be familiar with the student’s IEP. If youhave a student with multiple disabilities in

FFFFFinding Organizations for Pinding Organizations for Pinding Organizations for Pinding Organizations for Pinding Organizations for Parentsarentsarentsarentsarents

There are many organizations in your state that can be especially helpful to parents of childrenwith disabilities. Visit NICHCY’s State Organizations page to identify what’s available in yourarea. Go to: http://nichcy.org/state-organization-search-by-state

Select your state. From the drop-down menu, select “Organizations for Parents.” Submit yoursearch. Results will include several key parent organizations, including:

• The Parent Training and Information Center (PTI) for your state and possibly theCommunity Parent Resource Center (CPRC). PTIs and CPRCs know the relevant resourcesin your state and community. They can also give you information about disabilities, theeducational rights of your child, or strategies for being an effective advocate for your child.

• The Parent to Parent program in your state. The P2P program matches parents in one-on-one relationships for sharing information, experiences, and emotional andpractical support.

Our State Lists will give you the address and contact information for the main state office ofthese organizations. Often, they also have local offices. So, even if the main office isn’t locatednearby, check to see if there’s a satellite office in your area. Very often, there is!

your class, chances are that he or she has anindividualized education program (IEP). TheIEP will spell out the educational andfunctional goals to be worked on. You mayhave been part of the team that developed theIEP. If not, it’s important to be familiar withwhat the student’s IEP requires. Ask for a copy.Consult with administrators and other teachers,as needed, to make sure that the supports andservices listed in the IEP are provided.

Make modifications. Students withmultiple disabilities often need substantialmodifications and accommodations in theclassroom. This will help them access thegeneral education curriculum at a grade-appropriate level. Find out aboutaccommodations at:http://nichcy.org/schoolage/accommodations

Let the IEP team know what programsupports or modifications you need. Thestudent’s IEP can include program modifica-tions and supports for school personnel. Readmore about this at: http://nichcy.org/schoolage/iep/iepcontents/modifications-personnel


Allow partial participation, as necessary.Partial participation means that students withmultiple disabilities aren’t excluded fromactivities because they might not be able tocomplete a task fully or independently.Modifications can be made to the task itself orto how students participate.

Consider assistive technology (AT). AT isappropriate, even essential, for many studentswith multiple disabilities. Without AT, theremay be many tasks they simply cannot performor will have difficulty performing. Computers,augmentative/alternative communicationsystems, and communication boards are justsome examples of helpful AT.Visit the Family Center onTechnology and Disability tolearn more about which ATdevices may be useful to agiven student:http://www.fctd.info

Does the student needtextbooks in another format?IDEA requires that students withprint disabilities be provided withaccessible instructional materials. There aremany disabilities that affect a student’s abilityto use print materials; does your student haveone such disability? If so, visit the NationalAIM Center, to learn where and how to gettextbooks and workbooks that your studentwill be able to use: http://aim.cast.org/

Practice and reinforce. Do your student’sdisabilities affect his or her intellectualfunctioning? If so, he or she will be slower tolearn new things and will have difficulty apply-ing that learning in new situations. Be concrete;give lots of hands-on opportunities for learningand practice. Give feedback immediately.Repeat the learning task in different settings.

Support related services in the classroom.Depending on the student’s disabilities, he orshe may need related services to benefit fromspecial education. Related services may includespeech-language therapy, occupational therapy,

physical therapy, or orientation and mobilityservices. It’s best practice to provide theseservices in the classroom during the naturalroutine of the school, although some may beprovided in other settings. Work with therelated services personnel, as appropriate. Learnmore about the related services your studentreceives or may need at: http://nichcy.org/schoolage/iep/iepcontents/relatedservices/

Address behavior issues. Behavior can beaffected by having disabilities, especially acombination of disabilities. If a student’sbehavior is affecting his or her learning or thelearning of others, IDEA requires that behavior

be addressed in the IEP. Is this aproblem area for your student?Learn what the law requires andeffective strategies for addressingbehavior issues in our BehaviorSuite: http://nichcy.org/

schoolage/behavior

A paraprofessional in yourclassroom? Some students with

multiple disabilities will require thesupport of an aide or paraprofes-

sional. If this is so for your student, it helps toknow about working with paraprofessionals.NICHCY offers a Para page, which paraprofes-sionals may also find useful, at:http://nichcy.org/schools-administrators/paras

Encourage the student’s independence. It’snatural to want to help a student who’sstruggling to do a task single-handedly,especially when you know there’s a disabilityinvolved. But it’s important for the child todevelop the skills it takes to live as indepen-dently as possible, now and in the future.

When the time comes, support transitionplanning. IDEA requires that IEP teams andstudents plan ahead for the student’s transitionfrom school to the adult world. There’s a lot toknow about transition planning. When thetime comes for the student to begin planning,have a look at our Transition Suite:http://nichcy.org/schoolage/transitionadult


This publication is made possible through Cooperative Agreement #H326N110002 between FHI 360 andthe Office of Special Education Programs, U.S. Department of Education. The contents of this documentdo not necessarily reflect the views or policies of the Department of Education, nor does mention of tradenames, commercial products, or organizations imply endorsement by the U.S. Government.

NICHCY Disability Fact Sheet #10August 2013

Resources of More InformationResources of More InformationResources of More InformationResources of More InformationResources of More Information

Colorado Department of Education. (n.d.). Significant support needs. Denver, CO: Author. Online at:http://www.cde.state.co.us/cdesped/SSN.asp

Downing, J.E., & MacFarland, S. (2010). Education and individuals with severe disabilities: Promising practices.In J.H. Stone & Blouin, M. (Eds.), International Encyclopedia of Rehabilitation. Online at:http://cirrie.buffalo.edu/encyclopedia/en/article/114/

Hosken, C.K. (2008). Severe and multiple disabilities (Lecture #106). Retrieved December 19, 2012 from:http://www.agape-biblia.org/plugins/pract-ministries/Lect106.htm

Watson, S. (n.d.). Characteristics and background information for students with multiple disabilities. Retrieved January4, 2013 from: http://specialed.about.com/od/multipledisabilities/a/multiple.htm

OrganizationsOrganizationsOrganizationsOrganizationsOrganizations

National Center on Severe and Sensory Disabilities (NCSSD) | http://www.unco.edu/ncssd/

TASH | Advocates for inclusion for people with significant disabilities and support needs.http://tash.org/

Tots ‘n Tech Research Institute | Find out more about assistive technology for young children.http://tnt.asu.edu/

National Lekotek Center | Find toys and play activities for children with special needs.http://www.lekotek.org/

March of Dimes | http://www.marchofdimes.com/

ReferencesReferencesReferencesReferencesReferences

1 Watson, S. (n.d.). Tips for working with students with severe handicaps: Severe handicaps in the inclusional setting. RetrievedJanuary 4, 2013 from: http://specialed.about.com/od/physicaldisabilities/a/severe.htm

2 Data Accountability Center. (2012, August). Table B1-2. Number of children ages 3 through 5 served under IDEA, Part B, bydisability and state: Fall 2011. Rockville, MD: Author. Online at: https://www.ideadata.org/TABLES35TH/B1-2.pdf

3 Data Accountability Center. (2012, August). Table B1-3. Number of students ages 6 through 21 served under IDEA, Part B, bydisability and state: Fall 2011. Rockville, MD: Author. Online at: https://www.ideadata.org/TABLES35TH/B1-3.pdf

4 Federal law at 42 USC §12102 defines “major life activities” as follows: “major life activities include, but are not limited to,caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking,breathing, learning, reading, concentrating, thinking, communicating, and working.”

Learning, Intellectual, and Multiple Disabilities

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