RESOURCES AVAILABLE

Division of Developmental Disabilities (DDD) Call your local office or call 1-800-321-2808 to get number for your area. The ARC of Washington State 2600 Martin Way E, Ste D Olympia, WA 98506 (360) 357-5596 Website: www.arcwa.org TASH (Center for Community Support) 2206 Queen Anne Ave. N # 204 Seattle, WA 98109 (206) 285-9255 Client Assistance Program (CAP) Call 1-800-544-2121 (v/tdd) for information and office nearest you. Provides assistance for clients of the Division of Vocational Rehabilitation. Protection and Advocacy 1-800-562-2702 For information and referral Washington State Insurance Commissioner (360) 753-7301 (360) 664-3154 (tty) National Information Center for Handicapped Children and Youth (NICHCY) P.O. Box 1492 Washington, DC. 20013 1-800-695-0285 Website: www.nichcy.org Office of Children with Special Health Care Needs Call 360-236-3521 for information and the number of your local office.

Parent Training and Information (PTI) Offices are located throughout the State. Call our main office toll-free at 1-800-572-7368 (v/tty) for the office closest to you.

Partnerships For Action Voices For Empowerment

Parent Training and Information Program

Children and youth with disabilities have the right to a free appropriate public education. IDEA 2004 Tips for Parents of Children with

Multiple Disabilities
It is the policy of PAVE that all of the programs, employment practices, and activities of the organization or any of its contractors, vendors, grantees or volunteers will be conducted without regard to any persons race, color, national origin, marital status, disabled or Vietnam era veteran status, sex, disability, religion, creed, age, sexual orientation, HIV/AIDS, or any other protected class.

Statewide Parent Training and Information Center 6316 So. 12th St. Tacoma, WA 98465 (253) 565-2266 (v/tty) 1-800-5-PARENT (v/tty) Fax: (253) 566-8052 E-mail: pave@wapave.org Website: www.wapaveorg

Third Decade of Service

Projects\Brochures & PR Docs\Tips Brochures\Multi\pub\10-09\ivory

What are multiple disabilities? A student is considered to have multiple disabilities when two or more disabling conditions are present. Each condition qualifies a student for special education and the assessments show the needs will not be met in programs for only one of the disabling conditions. There is no single or set group of characteristics of students who have multiple disabilities. The degree of severity for each disabling condition varies greatly for each individual. Students can have:

School programs The combinations for each student are unique requiring a highly individualized education program designed to meet his/her needs. Since students may be involved with several teachers and support personnel, such as a physical therapist, an occupational therapist, a speech and language pathologist, an adaptive P.E. teacher, a psychologist, and/or a special education teacher it is important that one person co-ordinate the total program. The person might be the special education teacher, the school principal or a program manager. You must know who that person is. Educational programs for children with multiple disabilities need to blend a variety of services to meet each childs tremendous needs. Related services are of great importance, and a multi-disciplinary approach to instruction is crucial. Classroom arrangements must take into consideration students needs for medication, special diet and/or special equipment. Special aids and adaptive equipment enable the students to increase their range of functioning. Vocational and leisure skills are a critical consideration for students with multiple disabilities. Programs teaching maximum independence should begin as early as preschool. To help in post school adjustment and prepare the students for the greatest degree of independence and self-sufficiency, the program should be community based. This means that skills

such as shopping, bus riding, or working at a job, should be taught in the community where they would happen. Consider where your child receives his/her school services. You are to be included in making the decisions. An Individual Education Program (IEP) meeting for a child with multiple disabilities can be quite lengthy because of the number of people involved and the many issues to be discussed. Sharing concerns about the student and his/her program and development prior to the meeting will help the participants to be prepared. If your child has just been assessed, request a meeting to discuss the results before the IEP meeting. This allows you time to make sure you understand the assessment and agree or disagree with it.

Profound to mild mental retardation Vision impairments Hearing impairments Behavior problems Orthopedic problems ranging from walking problems to total severe physical involvement Various health impairments, such as: seizures, heart problems, ventilator dependency, or a need for catheterization.

Students who are deaf-blind are not included in this category, nor are students where one qualifying condition is a specific learning disability. Parents should remember that the label is for funding purposes only. It does not mandate a specific program.