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Direct linkKamenopoulou, Leda; Ali, Aaliya; Ockelford, Adam – Journal of Research in Special Educational Needs, 2021
In England, the term 'multi-sensory impairment' (MSI) has come to overlap with other labels, which is problematic for both research and practice. We undertook a scoping review of empirical studies conducted in England over the past 20 years on MSI and overlapping labels. We designed and used a review protocol and combined multiple searching…
Descriptors: Foreign Countries, Deaf Blind, Multiple Disabilities, Educational Research
Nind, Melanie, Ed.; Strnadova, Iva, Ed. – Routledge, Taylor & Francis Group, 2020
This book pushes the boundaries in the way we approach people with profound intellectual and multiple disabilities, and in how we work with them in education and research. While it is grounded in diverse theoretical frameworks and disciplines, the book coheres around a commitment to seeing people with profound intellectual and multiple…
Descriptors: Severe Intellectual Disability, Multiple Disabilities, Inclusion, Equal Education
Simmons, Ben – International Journal of Inclusive Education, 2021
'Profound and multiple learning disabilities' ('PMLD') is a term used in the UK to refer to children with extensive impairments to cognitive development. The majority of children with PMLD are taught in special schools where specialist interventions are deployed to help PMLD children progress through the preverbal stages of development. Despite…
Descriptors: Students with Disabilities, Severe Intellectual Disability, Multiple Disabilities, Inclusion
Simmons, Ben – British Journal of Sociology of Education, 2021
There is on-going debate about whether mainstream education is desirable for children with profound and multiple learning difficulties (PMLD). Whilst some hold that 'inclusion' is a human right, and that interaction with mainstream peers leads to socio-cognitive gains, others argue that profoundly disabled learners require developmental curricular…
Descriptors: Social Environment, Severe Intellectual Disability, Multiple Disabilities, Inclusion
Haakma, Ineke; De Boer, Anke A.; Van Esch, Sanne; Minnaert, Alexander E. M. G.; Van Der Putten, Annette A. J – European Journal of Special Needs Education, 2021
In the Netherlands, the trend towards inclusion has led to the development of a 'To School Together' programme in which students with profound intellectual and multiple disabilities (PIMD) receive tailored care and education during the school day in a special classroom ('To School Together' class) within a mainstream school. Besides shared…
Descriptors: Inclusion, Students with Disabilities, Severe Disabilities, Multiple Disabilities
Lillian K. Bonner – ProQuest LLC, 2020
Children who are deaf are at risk for the development of behavioral issues such as Attention Deficit Hyperactivity Disorder (ADHD). Early diagnosis and intervention are imperative based on the lack of communication, development of language, emotional and social functioning in these children. Current intervention programs for children who are deaf…
Descriptors: Teacher Student Relationship, Deafness, Attention Deficit Hyperactivity Disorder, Disability Identification
Banerjee, Rashida; Sundeen, Todd; Hutchinson, Susan R.; Jackson, Lewis – Journal of Research in Special Educational Needs, 2017
The Special Education Elementary Longitudinal Study data set was utilised to examine the potential influences on placement decisions for students with multiple disabilities in the US. The sample consisted of 415 students. Specifically, the study investigated whether factors including students' prior special education experiences, parental…
Descriptors: Longitudinal Studies, Student Placement, Multiple Disabilities, Elementary School Students
