Background: Although particular technologies can enhance the quality of life (QoL) of people with profound intellectual and multiple disabilities (we use the term pervasive support needs), their objectives and outcomes are understudied. A systematic literature review was therefore conducted to explore this topic. Method: A search of four databases…

Background: Advancements in medicine have increased the life expectancy of the people with profound intellectual and multiple disabilities. The hypothesis is that as parents get older, they worry about no longer being there for their child. This paper explores the extent to which the experiences of older parents may differ from that of younger…

People with severe/profound and multiple disabilities may receive insufficient stimulation and correspondingly show low levels of happiness (satisfaction). Various stimulation strategies have been proposed to address this situation. This study aimed to extend the assessment of two of those strategies (i.e., self-regulated and staff-regulated…

Introduction: This paper aims to identify to what extent staff training interventions are successful in enhancing the development of communication skills in people with profound intellectual and multiple disabilities. Methods: A systematic review was undertaken, conforming to PRISMA guidelines. English language, peer reviewed, empirical studies of…

Background: Caring for persons with profound intellectual and multiple disabilities (PIMD) demands specific expertise. Tacit knowledge seems to play an important role, but little is known about its nature, including what is necessary for its development and transfer. Aim: To gain understanding of the nature and development of tacit knowledge…

Background: The objective of this study is to explore experiences of Czech mothers caring for children with profound intellectual and multiple disabilities. Methods: Semistructured interviews combined with biographical narration of mothers of children with profound intellectual and multiple disabilities and a short questionnaire for demographic…

The purpose of this article is to describe procedures for a team approach to implementing a tangible symbol communication system (TSCS) to support communication skill development of young children with multiple/severe disabilities (MSD). The authors suggest that implementation of a TSCS is a process that includes (a) assessment of child…

Self-determination has been a primary focus of efforts to enhance quality of life for individuals with disabilities. Learning self-determination enables individuals to assume greater responsibility and control in their lives. The primary causal agency perspective on self-determination highlights the importance of learning self-determination for…

The increasing complexity of children with SLD and PMLD can make day-to-day teaching challenging and emotionally taxing. Regular opportunities for teachers to reflect upon practice can help teachers make sense of what happens in the classroom and see the relationship between their personal theories, values and beliefs, and their thinking,…

Children with severe multiple disabilities face numerous possibilities for enjoying music and participating in performance activities; however, the research practice for realizing these possibilities involves various difficulties. To understand the disabilities of children and their engagement with music, awareness of one's perception of…

Background: Persons with profound and multiple learning disabilities (PMLD) risk exclusion, both in research and as members of society. Because of their embodied communication, they face the challenges in being understood. Oftentimes, others speak on their behalf making inferences on what their perspective might be. Methods: Empathy is suggested…

Previous findings demonstrate peer support arrangements improve academic and social outcomes for secondary students with severe disabilities, but further research is needed to determine (a) the degree to which this practice would benefit younger students, (b) the impact on student independence, and (c) how teachers can best support paraeducator…

Community mental health centers (CMHCs) offer invaluable, publicly-funded treatment for serious mental illness (SMI). Unfortunately, evidence-based psychological treatments are often not delivered at CMHCs, in part due to implementation barriers, such as limited time, high caseloads, and complex clinical presentations. Transdiagnostic treatments…

This paper is a methodological reflection drawn from a study on the transition from school into young adulthood in Aotearoa New Zealand. During this process, the personal priorities of young adults with significant disabilities often becomes overpowered by those involved in their post-school planning. Through the experiences of young adults living…

Article 24 of the "Convention on the Rights of Persons with Disabilities," along with "General Comment 4," explicitly outlines the right of every person to an inclusive education at every level. And yet, even amongst supporters of inclusive education, it is not uncommon for some students to be considered 'too disabled' to be…