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Individuals with severe disabilities are those who require extensive and sustained support to participate in the range of life activities typically accessed by individuals without disabilities. Life activities that may require support include communication, mobility, self-care, and daily living. Estimates of prevalence range from 0.1% to 1% of the population. Individuals with severe disabilities can exhibit concomitant impairments (such as intellectual disability with visual impairment, or autism with cerebral palsy). When two or more disabilities are present, the individual is considered to have multiple disabilities. Individuals with severe disabilities reflect the diversity of the general population in ethnicity, culture, socioeconomic levels, and personal characteristics. Individuals with severe and multiple disabilities have not always received equal educational opportunities, but instead have sometimes been relegated to separate settings and nonchallenging curricula based on stereotypes about disability. More recently, educators have recognized that educational settings and instruction strategies can be universally designed to be inclusive of all students, including those with moderate and severe disabilities.

Moderate and Severe Intellectual Disabilities

The term severe disabilities might be applied to any disability category (e.g., “severe learning disability”), but it is most often associated with individuals with an intellectual disability that is substantially below average. The term intellectual disability has replaced the older term mental retardation. The newer term is more consistent with terminology used worldwide and more acceptable to stakeholders. Most major associations have changed their name to reflect the new terminology, including the President's Committee for People with Intellectual Disability (formerly the President's Committee on Mental Retardation) and the American Association on Intellectual and Developmental Disabilities (AAIDD, formerly the American Association on Mental Retardation). The 11th edition of the AAIDD Intellectual Disability: Definition, Classification, and Systems of Support manual, used to diagnose the condition worldwide, changed the term to intellectual disability in this edition. The AAIDD manual defines intellectual disability as “characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18” (p. 1). Although the focus here is moderate and severe disability, it should be noted that an intellectual disability can be mild, requiring only minimal support to function in activities of daily living.

Adaptive Skills

Adaptive skills are skills that are necessary for everyday living, such as social skills and self-care skills. Instruction in self-care skills (e.g., toileting, eating, dressing) is especially important for individuals with severe disabilities because of the increasing focus on inclusion in schools and community.

Motor Development

Many individuals with severe disabilities have significant motor challenges. Some can have abnormal muscle tone, such as hypotonia (low muscle tone) or hypertonia (increased tightness of muscle tone). These abnormalities can interfere with daily tasks, such as eating and dressing. Occupational and physical therapy are important services for improving overall functioning and typically are coordinated with the educational program.

Sensory Functioning

Vision and hearing impairments may coexist in individuals with severe disabilities (such as deaf-blindness). Other sensory impairments, such as tactile sensitivity, energy levels, and under- or over-responsiveness to sensory stimuli (e.g., over sensitivity to certain textures in clothing) may also occur. Hearing and vision specialists and occupational therapists will be essential to the multidisciplinary planning team for individuals who have these multiple disabilities.

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