Multiple Disabilities-An Old Problem with a New Challenge

Abstract

A review of related research from epidemiological surveys and other sources on multiple disabilities, specifically the mentally retarded-visually impaired diad, reveals the following: 1) Lack of a theoretical concept concerning the syndromes of multiple disabilities. 2) Confusion and lack of agreement on definitions, classifications, and terminology. 3) Inadequacy of a rationale by investigators in assigning priority to a disability. 4) Conflicting viewpoints concerning which facilities are most appropriate and the extent and availability of such facilities. 5) Inconsistencies in reported incidence and prevalence rates. 6) Lack of a precise methodology for teaching children with multiple disabilities. The educational problem presented by children who have multiple disabilities is as old as man's attempt to provide services to exceptional children. For far too many years special educators have been dealing with handicapped children in a unitary fashion. Special classes have been organized, classified, and categorized according to a primary schema of disabilities which has little meaning for educational planning and remediation. There is urgent need for additional research in all aspects of multiple disabilities. The results of this research will have immediate and serious implications for organizing instruction and teacher training in the rapidly growing field of special education.