Early intervention programs, preschool, and educational programs with the appropriate support services are important to children with severe disabilities.  Educators, physical therapists, occupational therapists, and speech-language pathologists are all members of the team that may provide services, along with others, as needed for each individual.  Assistive technology, such as computers and augmentative/alternative communication devices and techniques, may provide valuable instructional assistance in the educational programs for students with severe/multiple disabilities. 

In order to effectively address the considerable needs of individuals with severe and/or multiple disabilities, educational programs need to incorporate a variety of components, including language development, social skill development, functional skill development (i.e. self-help skills), and vocational skill development.  Related services are of great importance, and the appropriate therapists (such as speech and language, occupational, physical, behavioral and recreational therapists) need to work closely with classroom teachers and parents.  Best practices indicate that related services are best offered during the natural routine of the school and community, rather than by removing the student from class for isolated therapy. 

Classroom arrangements must take into consideration students' needs for medications, special diets, or special equipment.  Adaptive aids and equipment enable students to increase their range of functioning.  The use of computers, augmentative/alternative communication systems, communication boards, head sticks, and adaptive switches are some of the technological advances which enable students with severe disabilities to participate more fully in integrated settings. 

Integration/inclusion with nondisabled peers is another important component of the educational setting.  Research is showing that attending the same school and participating in the same activities as their nondisabled peers is crucial to the development of social skills and friendships for children and youth with severe disabilities.  Traditionally, children with severe disabilities have been educated in center-based, segregated schools.  However, recently many schools are effectively and successfully educating children with severe disabilities in their neighborhood school within the regular classroom, making sure that appropriate support services and curriculum modifications are available.  The benefits to inclusion are being seen to benefit not only those with disabilities but also their nondisabled peers and the professionals who work wtih them. 

Schools are addressing the needs of students in several ways, generally involving a team approach.  Modifications to the regular curriculum require collaboraton on the part of the special educator, the regular educator, and to other specialists involved in the student's program.  Community-based instruction is also an important characteristic of educational programming, particularly as students grow older and where increasing time is spent in the community.  School to work transition planning and working toward job placement in integrated, competitive settings are important to a student's success and the long-range quality of his or her life. 

In light of the current Vocational Rehabilitiation Act and the practice of supported employment, schools are now using school-to-work transition planning and working toward job placement in integrated, competitive settings rather than sheltered employment and day activity centers. 

Source:  NICHCY