This article describes the early literacy journey of a multiply handicapped child placed in an inclusive classroom. Matthew was born prematurely and has Cerebral Palsy impacting his arms, legs, facial muscles, and speech. He is visually impaired, has seizures, and uses a wheelchair. Matthew came to school supported by one-to-one aides, special…

At least 60% of children with disabilities have multiple disabilities including visual impairments (VI). Because the visual system is neurologically based, any problems of the neurological system will also likely affect vision. The estimated number of students with VI and additional disabilities has increased significantly over the years. Since…

This article discusses issues in the identification of learning disabilities in students with low vision and examines the academic performance of one 8-year-old student and the methods that his multidisciplinary team used to document a dual diagnosis of low vision and learning disabilities. (Contains references.) (Author/DB)

Alberta Education provides programming support and funding to school authorities to develop and implement special education programming for ECS children and students in grades 1 to 12. "Special Education Coding Criteria 2009/2010" outlines criteria within specific categories to help school authorities identify those children and students…

Visual defects associated with cerebral palsy and educational issues relevant to the multiple handicapped child are considered. Educational concerns include medical and developmental assessment; periodic evaluation of the individual education plan; comprehensive programing (i.e., medical, psychological, educational, and sociological); and parental…

This article presents a model for efficient assessment of young children with visual impairments or multiple handicaps. The approach has team members simultaneously observe various aspects of a child's functioning to gain an understanding of the child as a whole. (Author/DB)

The Communication Observation Schedule (COS) records systematically the pragmatics of communication with children who have deaf-blindness and are functioning from the prelanguage to true words level. The COS provides the opportunity to record the purpose of an interaction, who initiates and who responds to it, the mode of response, and whether the…

The final report presents summary data on the accomplishments of a project serving deaf-blind children who were also severely, multiply handicapped. The project operated a model classroom for six to eight students in a San Francisco public school to develop and demonstrate innovative educational practices and assessment systems for visual and…

The final report describes Project RUN, funded by the Handicapped Children's Early Education Program to develop a model demonstration program for multiply handicapped children from birth to 8 years or functioning below fourth grade level in a low income rural area. Objectives and accomplishments are reported for the following program components:…

This paper begins with an overview of lower-achieving and multiply disabled deaf people; provides a case study that highlights assessment, educational, and community adjustment issues for one lower-achieving deaf individual with multiple disabling conditions; and concludes by highlighting areas for further research and development. (JDD)

The manual provides an overview of Project ForSight, a program to assist parents in teaching their preschool multihandicapped, visually impaired children at home. Chapter 1 presents background information and describes procedures for locating, screening, assessing, and programing the children it serves. Also offered are procedures for replicating…

The Transitional Unit at Maryland School for the Deaf at Columbia, Maryland, is targeted at deaf multihandicapped children (four to 12 years old) and seeks to transfer children into the regular program on campus by age 12. (SEW)

Thirty severely multiply handicapped deaf children have been served in an existing school for deaf children. Ongoing assessment is closely integrated with instruction to provide individual sequential programs. Children have one-to-one lessons and group experiences. The program is developed around the Social Learning Curriculum that has as its core…

Noting a high incidence of learning disabilities among students with visual impairments, this article compares definitions of the two conditions. Common assessment approaches are discussed and those inappropriate for students with low vision or blindness are identified. Suggested intervention approaches include adaptation of the environment,…

This paper summarizes the results of a symposium on assessment procedures at the Florida School for the Deaf and Blind, a residential/day school for children with sensory impairments. Experience with top down assessment utilizing a wholistic approach is emphasized. First a brief description of assessment in the parent infant program is given. Then…