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…

'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…

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…

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…

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…

The aim of this study was to explore regular teachers' perceptions and experiences of supports and obstacles to communicative interactions for students with multiple and severe disabilities (MSD). Five teachers of students with MSD participated in two in-depth interviews. Interview transcripts were analysed using content analysis. Transcripts were…

The article presents the main results of a 2 year research project on appropriate conditions for the inclusion of physically and multiple disabled pupils in German schools. The research project consists of three parts: A synthesis of all national and international empirical studies published during the last 40 years (Walter-Klose, 2012), 84…

This paper introduces educators to CHARGE syndrome (CS), a multiple anomaly developmental syndrome that is usually accompanied by some degree of hearing and visual impairment. We describe the defining medical characteristics of the syndrome, and following this, outline the behavioral features commonly seen in individuals with CS. Throughout, we…

Because of what are perceived by some as potential challenges it is still commonplace for research to fail to seek the opinions of pupils with multiple and complex needs. While many such pupils do have significant communication difficulties, along with other disabilities, which are undoubtedly a constraint, it is crucial in order to be inclusive,…

The study analyzed change in attitudes of elementary students and teachers following the integration of multiply disabled students. An attempt was made to explore shifts in attitude toward such students through a standardized questionnaire and videotaped segments of actual students with multiple disabilities. Results indicated no specific changes…

An observational study is reported in which social interactions and on-task behavior were investigated in a mainstreaming program for 20 severely multihandicapped children. It was concluded that severely multihandicapped students in this program experienced many interactions with nonhandicapped children and that their educational activities were…

Regular-class elementary students (N=240) were questioned about their attitudes toward integrated multiply handicapped children. Factor analysis of the attitudes questionnaire revealed four dimensions of attitudes: causal-contact, contact-desire, deviance-tolerance, and peer acceptance. The effects of sex, grade (or age), and integrated school…

Ten papers focus on aspects of a community integration approach for severely and profoundly handicapped students. Two general papers introduce the monograph: "Preparing Severely and Profoundly Handicapped Youth to Enter Less Restrictive Environments" (P. Wehman and J. Hill) and "Characteristics of an Appropriate Education for Severely and…

Characteristics of individualized education programs (IEPs) of 46 mainstreamed students with multiple disabilities from 9 states were analyzed, revealing that IEPs are vague and inconsistent, list goals for staff rather than for students, and are discipline-referenced. The study recommends that IEPs include individualized learning outcomes,…

A case study is presented of a girl (age six) with multiple disabilities including moderate to severe mental retardation who was fully included in a regular first-grade classroom. The experience indicated that students with multiple disabilities can learn to follow classroom routines, follow directions, acquire new skills, and improve their…