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Journal articles on the topic 'Multiple disabilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Lancioni, Giulio E., Nirbhay N. Singh, Mark F. O'Reilly, and Doretta Oliva. "Multiple Microsuvitches for Children with Multiple Disabilities." Journal of Positive Behavior Interventions 4, no. 2 (2002): 104–8. http://dx.doi.org/10.1177/109830070200400205.

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2

Rokhmah, Islamiyatur Islam, and Ro'fah Ro'fah. "Positioning Isu Disabilitas dalam Gerakan Gender dan Disabilitas." Musãwa Jurnal Studi Gender dan Islam 20, no. 1 (2021): 31–44. http://dx.doi.org/10.14421/musawa.2021.201.31-44.

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Perempuan penyandang disabilitas mengalami marginalisasi dan diskriminasi, yang mengakibatkan terabaikannya hak-hak mereka untuk mendapatkan akses pendidikan, kesehatan, pekerjaan, dan keadilan. Mereka terdiskriminasi karena perempuan, disabilitas dan kemiskinan. Multidiskriminasi terhadap perempuan penyandang disabilitas tersebut menghegemoni baik secara kultural maupun struktural. Secara kultural, persepsi keluarga dan masyarakat yang masih negatif terkait disabilitas berimplikasi tidak terpenuhinya pada kebutuhan dasar perempuan dengan disabilitas. Kondisi ini diperkuat dengan hambatan stru

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3

Craig, Gabriele M. "Intersubjectivity, phenomenology and multiple disabilities." International Journal of Art Therapy 14, no. 2 (2009): 64–73. http://dx.doi.org/10.1080/17454830903329204.

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4

SERBAN, Ioana, and Andreea HATHAZI. "The SLT specificity in multiple disabilities: personalized strategies and resources." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VIII, no. 1 (2022): 69–77. http://dx.doi.org/10.26744/rrttlc.2022.8.1.08.

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Students with multiple disabilities may present many challenges regarding their development in areas such as cognition, language and communication, social interaction, emotional abilities, literacy, or behaviour. The speech and language therapist is a member of the multidisciplinary team which assesses, plans, and implements specific intervention programs for children with multiple disabilities. Most of these children are strongly dependent on their parents, teachers, or therapists for every activity they carry out through the day. Depending on their communication behaviour or patterns with a

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5

Ashri Maulidina, Citra. "Family-Based Early Intervention Based on Family Outcomes for Families with Children with Multiple Disabilities." JIV-Jurnal Ilmiah Visi 18, no. 1 (2023): 24–29. http://dx.doi.org/10.21009/jiv.1801.5.

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This study aims to formulate a family-based early intervention program for parents who have children with Multiple disabilities based on Family Outscomes. The background of this study is the lack of family information related to the identification of children with multiple disabilities, family confusion in handling children who experience multiple disabilities, and the absence of family confidence in the situation of their children in the social environment. The subjects in this study were parents who had Children with Multiple Disabilitiesin this case were children with Cerebral Palsy who exp

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6

Nganji, Julius T., and Mike Brayshaw. "Disability-aware adaptive and personalised learning for students with multiple disabilities." International Journal of Information and Learning Technology 34, no. 4 (2017): 307–21. http://dx.doi.org/10.1108/ijilt-08-2016-0027.

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Purpose The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is made possible through employing semantic web technology to model the learner and their needs. Design/methodology/approach The paper reviews personalised learning for students with disabilities, revealing the shortcomings of existing e-learning environment

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Giovannoni, Gavin, John F. Fole, and David W. Brandes. "Hidden Disabilities in Multiple Sclerosis The impact of Multiple Sclerosis on Patients and their Caregivers." European Neurological Review 8, (Suppl.1) (2013): 2. http://dx.doi.org/10.17925/enr.2013.08.s1.2.

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Multiple sclerosis (MS) is a heterogeneous condition that presents with a large variety of symptoms. While motor functions including coordination, gait and walking ability are clearly visible to clinicians, including MS specialists. These are sometimes termed hidden disabilities and are often overlooked because patients do not mention them in consultations, either because they are embarrassed, do not want to disappoint their family and therefore do not mention the symptoms, or they have not linked the symptoms to their disease. Hidden disabilities in MS include cognition and memory impairment,

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8

Unger, Kathleen Paone. "Educating Children with Multiple Disabilities (book)." Children's Health Care 18, no. 3 (1989): 180–81. http://dx.doi.org/10.1207/s15326888chc1803_12.

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9

Frank, A. O. "Minimising psychosocial disabilities of multiple sclerosis." BMJ 304, no. 6843 (1992): 1692–93. http://dx.doi.org/10.1136/bmj.304.6843.1692-c.

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10

Horn, Eva, and Jean Kang. "Supporting Young Children With Multiple Disabilities." Topics in Early Childhood Special Education 31, no. 4 (2011): 241–48. http://dx.doi.org/10.1177/0271121411426487.

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11

Shin, Hye Young, and Misuk Lee. "The Case Study on Career and Vocational Education Activity Participation of High School Students with Severe and Multiple Disabilities in a Special School." Special Education Research Institute 29, no. 1 (2024): 157–79. http://dx.doi.org/10.56460/kdps.2024.29.1.157.

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Purpose: This study attempted to examine the participation of high school students with severe and multiple disabilities in career and vocational education activities, and to examine the meaning of high school students with severe and multiple disabilities in career and vocational education activities in a special school. Method: Data were collected through participatory observation and interviews, and the data were analyzed and interpreted using a domain analysis method. Result: First, the high school students with severe and multiple disabilities showed interest in activities that provide se

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12

Lee, Heeyeon, and Yun Hui Pyo. "Special Education Teachers’ Perceptions of the Legal Definition of Severe and Multiple Disabilities, and Their Inclusive Education Experiences and Support Needs." Regional Entrepreneurship Education Research Center 6, no. 4 (2024): 105–33. https://doi.org/10.23108/decrc.2024.6.4.105.

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Purpose: The purpose of this study was to investigate the perception of the legal definition of severe and multiple disabilities and the experience of implementing inclusive education and the support needs of students with severe and multiple disabilities among special education teachers who have experience in inclusive education for students with severe and multiple disabilities. Method: An online survey was conducted with a total of 125 special education teachers. The survey data were analyzed using Shapiro-Wilk test, independent t-test, Mann-Whitney U test, one-way ANOVA, and multiple respo

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13

RIZQI RAHMAWATI, ERVIN NURUL AFFRIDA, AMELIA RIZKY IDHARTONO, and AHMAD FACHRURRAZI. "PENGENALAN BENTUK GEOMETRI DAN KLASIFIKASI PADA ANAK GANGGUAN TUNAGANDA (TUNANETRA DAN TUNAGRAHITA RINGAN)." Incrementapedia : Jurnal Pendidikan Anak Usia Dini 6, no. 2 (2024): 30–34. https://doi.org/10.36456/incrementapedia.vol6.no2.a10034.

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This study aims to introduce geometric shapes to early childhood with multiple disabilities (blindness and mild mental retardation). The method used in this study is a literature study, namely by collecting library data, reading and recording information. Multiple disabilities are children who experience two or more physical, social, mental and emotional disorders. To achieve development, special services are needed because multiple disabilities have more severe limitations than one disability. Appropriate learning for multiple disabilities is by providing direct and concrete learning that inv

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Trustisari, Hastin, and Mari Esterilita. "DAMPAK PERUNDUNGAN ANAK YANG MEMILIKI SAUDARA KANDUNG (SIBLING) DISABILITAS GANDA." MEDIA BINA ILMIAH 15, no. 5 (2020): 4489. http://dx.doi.org/10.33758/mbi.v15i5.910.

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This article is a research focusing on bullying experienced by siblings as a result of having family members with multiple disabilities. This research is a case study of siblings whose family members attend SLBG (Special School for Multiple Disabilities) Rawinala East Jakarta. Bullying does not only encounter people with disabilities, but also their siblings. The limitations possessed by people with multiple disabilities are often concerned and treated differently by family members and the community. Living together with people who have double disabilities as siblings is a challenge that creat

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Lancioni, Giulio E., Mark F. O'Reilly, Doretta Oliva, Nirbhay N. Singh, and Mauro M. Coppa. "Multiple Microswitches for Multiple Responses with Children with Profound Disabilities." Cognitive Behaviour Therapy 31, no. 2 (2002): 81–87. http://dx.doi.org/10.1080/16506070252959517.

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Лисовская, Татьяна В., Марина Л. Скуратовская та Виктория Ф. Богуславская. "Стратегические направления совершенствования процесса абилитации лиц с инвалидностью". Российский психологический журнал 20, № 4 (2023): 257–73. https://doi.org/10.21702/rpj.2023.4.15.

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Introduction. Issues of habilitation of individuals with severe and multiple developmental disabilities are relevant in the educational systems of different countries. There is a contradiction between the need for habilitation of individuals with disabilities and the lack of necessary conditions for its implementation. The importance of continuing education for individuals with severe and multiple developmental disabilities is to train life skills, to develop social skills, and to develop ‘viable’ personality. With regard to individuals with severe and multiple developmental disabilities, the

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17

Waltzman, Susan. "Contemporary Considerations for Cochlear Implantation for Children With Multiple Disabilities." Perspectives on Hearing and Hearing Disorders in Childhood 19, no. 2 (2009): 69–74. http://dx.doi.org/10.1044/hhdc19.2.69.

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Abstract Due to advances in cochlear implant technology and the remarkable outcomes often achieved by persons with severe to profound hearing loss, cochlear implant candidacy criteria has expanded since the first children were implanted almost twenty years ago. Evidence of this can be seen in the increased willingness to provide cochlear implants for children with multiple disabilities. Over the last decade, several reports have appeared in the peer-reviewed literature describing cochlear implant outcomes of children with multiple disabilities. This paper will summarize those reports, discuss

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18

Basson, Yvette. "Multiple discrimination experienced by women with disabilities in the workplace in South Africa." Law, Democracy and Development 27 (July 6, 2023): 214–39. http://dx.doi.org/10.17159/2077-4907/2023/ldd.v27.8.

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Persons with disabilities have historically been members of one of the most marginalised groups in society. Access to employment has been a major barrier to the socio-economic empowerment of those with disabilities. The intersection of gender- and disability-based unfair discrimination is not yet widely recognised, and it may not be as familiar as traditional concepts of discrimination. This intersection is important however, because it may affect the participation of women with disabilities in various aspects of society. There is growing recognition that women with disabilities face greater b

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Ida Arifatul Khasanah, Esti Ningrum, and Agoes Djatmiko. "Implementasi Peraturan Daerah Kabupaten Banyumas Nomor 19 Tahun 2014Tentang Perlindungan dan Pelayanan Bagi Penyandang Disabilitas (KhususnyaPemenuhan Hak Kesehatan Terhadap Penyandang Disabilitas Ganda)." Wijayakusuma Law Review 5, no. 1 (2023): 38–46. http://dx.doi.org/10.51921/wlr.4gypqm84.

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This study aims to find out the implementation of Banyumas Regency Regional Regulation Number 19 of 2014concerning Protection and Services for Persons with Disabilities (Especially the Protection and Fulfillment of HealthRights for Persons with Multiple Disabilities), and to find out the obstacles faced in the implementation of thefulfillment of the right to Health for persons with multiple disabilities. This research uses sociological juridicalresearch methods. The collection of research data was carried out by means of field interviews and observationssupported by literature studies. Data an

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20

Hidayah, Lutfia Nur, and Nurhadi. "Makna Kesejahteraan Subjektif bagi Perempuan Penyandang Disabilitas pada Masa Pandemi COVID-19." Journal of Social Development Studies 3, no. 1 (2022): 56–69. http://dx.doi.org/10.22146/jsds.4378.

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Perbedaan makna kesejahteraan dalam konsep welfare dan well-being telah menciptakan kesenjangan dalam produk kebijakan sosial yang seringkali didominasi oleh aspek objektif-material. Sebagai salah satu upaya dalam memahami konsep kesejahteraan secara utuh, tulisan ini berfokus pada makna kesejahteraan subjektif bagi salah satu kelompok dengan kerentanan ganda, yaitu perempuan penyandang disabilitas dengan kontekstualisasi masa pandemi COVID-19. Penelitian ini dilakukan melalui wawancara mendalam dengan sembilan orang perempuan penyandang disabilitas di KSM Harapan Mulia. Dengan menggunakan kon

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21

Rogers, Wendy, and Nicole Johnson. "Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom." Physical Disabilities: Education and Related Services 37, no. 2 (2018): 1–12. http://dx.doi.org/10.14434/pders.v37i2.24881.

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Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the

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22

Okitsu, Takuji. "Audiological problems in children with multiple disabilities." AUDIOLOGY JAPAN 53, no. 6 (2010): 664–76. http://dx.doi.org/10.4295/audiology.53.664.

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23

Morris, Robin D., Maureen W. Lovett, Maryanne Wolf, et al. "Multiple-Component Remediation for Developmental Reading Disabilities." Journal of Learning Disabilities 45, no. 2 (2010): 99–127. http://dx.doi.org/10.1177/0022219409355472.

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24

Patterson, Kim. "Sensory Stories for People With Multiple Disabilities." ASHA Leader 21, no. 8 (2016): 34–36. http://dx.doi.org/10.1044/leader.miw.21082016.34.

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25

Steege, Mark. "Book Review: Assessing Students with Multiple Disabilities." Journal of the Association for Persons with Severe Handicaps 15, no. 4 (1990): 272–73. http://dx.doi.org/10.1177/154079699001500408.

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Roush, Jackson, Meredith A. Holcomb, Patricia A. Roush, and Maria Luisa Escolar. "When Hearing Loss Occurs with Multiple Disabilities." Seminars in Hearing 25, no. 04 (2004): 333–45. http://dx.doi.org/10.1055/s-2004-836135.

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27

Tietze, Anna-Lena, Markus Blankenburg, Tanja Hechler, et al. "Sleep disturbances in children with multiple disabilities." Sleep Medicine Reviews 16, no. 2 (2012): 117–27. http://dx.doi.org/10.1016/j.smrv.2011.03.006.

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28

Phillips, Julie. "Sexual Assault, Multiple Disabilities And The Law." Australian Feminist Law Journal 7, no. 1 (1996): 157–62. http://dx.doi.org/10.1080/13200968.1996.11077219.

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29

Barrell, Anneliese. "People with Profound and Multiple Learning Disabilities." Physiotherapy 86, no. 1 (2000): 54. http://dx.doi.org/10.1016/s0031-9406(05)61353-3.

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Benedict, Mary I., Roger B. White, Louise M. Wulff, and Belinda J. Hall. "Reported maltreatment in children with multiple disabilities." Child Abuse & Neglect 14, no. 2 (1990): 207–17. http://dx.doi.org/10.1016/0145-2134(90)90031-n.

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Kohzuki, Masahiro. "Pulmonary Rehabilitation in Multimorbidity and Multiple Disabilities." Pulmonary Research and Respiratory Medicine - Open Journal 2, no. 2 (2015): e1-e2. http://dx.doi.org/10.17140/prrmoj-2-e001.

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Kohzuki, Masahiro. "Rehabilitation for Multimorbidity and Multiple Disabilities（MMD）." Japanese Journal of Rehabilitation Medicine 59, no. 9 (2022): 926–33. http://dx.doi.org/10.2490/jjrmc.59.926.

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Hanline, Mary Frances, and Marci J. Hanson. "Integration Considerations for Infants and Toddlers with Multiple Disabilities." Journal of the Association for Persons with Severe Handicaps 14, no. 3 (1989): 178–83. http://dx.doi.org/10.1177/154079698901400302.

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The implementation of P.L. 99–457 will result in the expansion of services to infants, toddlers, and preschoolers with disabilities. With this expansion, the issue of providing opportunities for social integration with non-disabled peers for infants and toddlers with multiple disabilities in community-based settings assumes increasing importance. Because the developmental, educational, and family needs of very young children differ from those of older children, successful integration requires careful consideration of the unique issues facing these children and their families. This article outl

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Kantor, Jiří, and Libuše Ludíková. "The Families of Students with Multiple Disabilities in the Educational Process." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (May 17, 2015): 115. http://dx.doi.org/10.17770/sie2015vol3.373.

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<p><em>This paper focuses on several aspects of the relationship between families of students with multiple disabilities and the educational process. Quality-based methodology was used for the research due to a lack of sufficient theoretical background in this area. The objective of the paper was to elucidate the significance of education of students with multiple disabilities for their families and to describe the process of cooperation between these families and the teachers. This paper uses data and outputs from a qualitative analysis of education of students with severe multipl

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35

Bourin, Michel. "Language Disorders in People with Profound Intellectual and Multiple Disabilities." Archives of Psychiatry 3, no. 1 (2025): 30–34. https://doi.org/10.33696/psychiatry.3.025.

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People with profound intellectual and multiple disabilities present significant challenges to those who care for them, and those who commission and manage the services they receive. Childhood disabilities are a cause of major concern causing significant handicap to the affected children. At least one in ten children are born with or acquire a physical, mental or sensory impairment. In normal development, distributional cues (input patterns) are linked to language acquisition processes. In children with intellectual disabilities, much less is known about the extent to which distributional cues

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KASPRZAK, TOMASZ. "Edukacja uczniów z niepełnosprawnością sprzężoną w Republice Czeskiej." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 22 (September 15, 2018): 289–304. http://dx.doi.org/10.14746/ikps.2018.22.16.

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Tomasz Kasprzak, Education of pupils with multiple disabilities in the Czech Republic, Interdisciplinary Contexts of Special Pedagogy, No. 22, Poznań 2018.Pp. 289–303. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.16 Currently, recognition of the right of all people to education is considered completely natural. Since the mid-1990s, in the Czech Republic, the issue of educating people with multiple disabilities has been increasingly addressed. The main purpose of this study is to characterise the approach to education of persons with multipl

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Maulidina, Citra Ashri, Mohammad Arif Taboer, Indra Jaya, Leliana Lianty, Dwi Aisyah Amani, and Shabila Kairunisa. "Family-Sourced Early Intervention Programs to Optimize Communication Development of Children with Multiple Disabilities." JASSI ANAKKU 24, no. 1 (2024): 17–27. http://dx.doi.org/10.17509/jassi.v24i1.71216.

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Communication is a fundamental skill that must be fulfilled for all humans, including individuals with multiple disabilities. With communication, individuals with multiple disabilities can interact and participate with the environment so that they are not isolated. This study aims to formulate a family-sourced early intervention program to optimize the communication development of students with multiple disabilities in accordance with children's needs, so that families can hopefully become a support system in supporting their children's communication development. This research uses research me

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Kishore, M. Thomas. "Disability impact and coping in mothers of children with intellectual disabilities and multiple disabilities." Journal of Intellectual Disabilities 15, no. 4 (2011): 241–51. http://dx.doi.org/10.1177/1744629511431659.

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Understanding the disability impact on parenting and caregiving is important for intervention. The present study was designed to understand the differences in perceived disability impact and related coping in mothers having children with intellectual disabilities alone compared to those having children with intellectual disabilities and additional disabilities. Accordingly, 30 mothers of children with intellectual disabilities and 30 mothers of children with intellectual and additional disabilities were assessed for disability impact and coping. Group differences for disability impact were pre

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Mun, Sehui, and Jina Noh. "The Experience and Perception of Early Childhood Special Education Teachers on the Operation of 2019 revised NURI Curriculum for Children with Severe and Multiple Disabilities." Korean Journal of Early Childhood Special Education 22, no. 2 (2022): 23–49. http://dx.doi.org/10.21214/kecse.2022.22.2.23.

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The purpose of this study is to investigate the experiences and perceptions of early childhood special education teachers in applying 2019 revised NURI curriculum to young children with severe and multiple disabilities. For this purpose, individual interviews were conducted with 6 early childhood special education teachers who had experience in applying revised NURI curriculum to children with severe and multiple disabilities. Data were analyzed into 3 topics and 8 subcategories through qualitative content analysis. The key themes were 1) revised NURI curriculum and young children with severe

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Rizka Ayu Ramadanti and Muhammad Sahrul. "Upaya Unit Pelayanan Disabilitas Kota Tangerang Selatan Dalam Pemenuhan Hak Pendidikan Anak Disabilitas Majemuk." Jurnal Hukum dan Sosial Politik 2, no. 2 (2024): 394–401. http://dx.doi.org/10.59581/jhsp-widyakarya.v2i2.2948.

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Children with multiple disabilities experience more complex limitations because they have two or more types of disabilities. This causes their rights to be neglected, including the right to education. Therefore, the Disability Service Unit of South Tangerang City is present in its role in fulfilling the educational rights of children with multiple disabilities so that child welfare can be realized. This research aims to find out the efforts of the South Tangerang City Disability Service Unit in fulfilling the educational rights of children with multiple disabilities. This research uses a quali

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Sangeetha, T., and Ajay Kumar. "National Institute for Empowerment of Persons with Multiple Disabilities (NIEPMD) - A Case Study on the Model School." GRT Journal of Education, Science and Technology 3, no. 1 (2025): 1–9. https://doi.org/10.26452/grtjest.v3i1.58.

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The case study on the model school functioning at the National Institute for Empowerment of Persons with Multiple Disabilities (NIEPMD) highlights its significant role in supporting students with multiple disabilities within an inclusive setup. The model school encompasses various specialized units, including the Autism Spectrum Disorder (ASD) Unit, Early Childhood Special Education (ECSE) Unit, Severe and Profound Multiple Disabilities (SPMD) Unit, Cerebral Palsy (CP) Unit, Deaf and Blind (DB) Unit, and the Transition Unit. These units provide training, rehabilitation, early intervention, and

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Shih, Ching-Hsiang, and Ching-Tien Shih. "Assisting people with multiple disabilities to use computers with multiple mice." Research in Developmental Disabilities 30, no. 4 (2009): 746–54. http://dx.doi.org/10.1016/j.ridd.2008.10.008.

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Jang, Hyo-Mi, Byung-Un Jeon, Seon-Hwa Bak, and Won-Kyoung Lee. "Experiences and Needs of Special Education Support Center Teachers Regarding Selection of Students with Severe and Multiple Disabilities." Korean Society for Rehabilitation of Persons with Disabilities 27, no. 3 (2023): 135–64. http://dx.doi.org/10.16884/jrr.2023.27.3.135.

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The purpose of this research is to present what systematic supports special education teachers demand with reference to evaluation, diagnosis, and selection of students with severe and multiple disabilities as well as the actual administration at Special Education Support Centers. It has been due to the partial revision of Enforcement Decree of Act on special education for persons with disabilities, etc., and therefore the establishment of an additional clause to include severe and multiple disabilities as one of the criteria for Article 15 of the Act. Quali

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Daviso, Alfred W., Robert M. Baer, Robert W. Flexer, and Richard Meindl. "Career and Technical Education, Work Study, & School Supervised Work: How Do They Impact Employment/or Students with Disabilities?" Journal of Applied Rehabilitation Counseling 47, no. 2 (2016): 10–19. http://dx.doi.org/10.1891/0047-2220.47.2.10.

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The researchers examined whether three predictors of post-school employment outcomes identified by the National Secondary Transition Technical Assistance Center (NSTTA C, 20 J 3) remained significant for five subgroups of students with: (a) learning disabilities, (b) intellectual disabilities, (c) multiple disabilities, (d) emotional disabilities, and (e) other health impairments. The three predictors used in this study were: (a) vocational (career and technical) education, (b) work study, and (c) school-supervised community work while in high school. The researchers conducted a secondary anal

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Ramya, M., and R. Shanthi. "TO STUDY THE PERCEPTION OF TEACHERS ON USAGE OF ASSISTIVE TECHNOLOGY TO ENHANCE THE INDEPENDENT LIVING SKILLS AMONG CHILDREN WITH MULTIPLE DISABILITIES." ShodhKosh: Journal of Visual and Performing Arts 5, no. 2 (2024): 58–67. http://dx.doi.org/10.29121/shodhkosh.v5.i2.2024.1481.

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This study explores the perceptions of teachers regarding on usage of assistive technology to enhance the independent living skills among children with multiple disabilities. Assistive technology plays an essential role in supporting the educational and developmental needs of children with multiple disabilities, offering various tools and devices to promote independence and functional capabilities. Although, understanding teachers’ perspectives on the effectiveness, challenges, and opportunities associated with the integration of assistive technology for encouragement independent living skills

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Ivanova, Elena V., K. Z. Bakhtiyarova, and E. V. Safronova. "MEDICO-SOCIAL CHARACTERISTIC OF PATIENTS WITH MULTIPLE SCLEROSIS IN UFA." Medical and Social Expert Evaluation and Rehabilitation 20, no. 4 (2017): 181–84. http://dx.doi.org/10.18821/1560-9537-2017-20-4-181-184.

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The analysis of the structure and dynamics of total disability due to multiple sclerosis in the city of Ufa from 2010 to 2016 years. 256(48,5%) patients including 72% out of them of working age have the persistent disability. The majority of persons with disabilities (57%) have secondary-progressive course of the disease. The average age of persons with disabilities due to multiple sclerosis accounted of 47.3 ± 11.6 years, the average score on the EDSS of persons with disabilities was 5.3 ± 1.3 points, the average duration of the disease before the appearance of signs of persistent disability

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Wynia, K., B. Middel, JP van Dijk, JHA De Keyser, and SA Reijneveld. "The impact of disabilities on quality of life in people with multiple sclerosis." Multiple Sclerosis Journal 14, no. 7 (2008): 972–80. http://dx.doi.org/10.1177/1352458508091260.

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Objective People with Multiple Sclerosis (MS) experience lower levels of quality of life (QOL) than people from the general population. We examined the relative impact of MS-related disabilities on QOL. Method Data were obtained from a sample of 530 patients who completed the Multiple Sclerosis Impact Profile (MSIP), a disability measure based on the International Classification of Functioning,Disabilities and Health (ICF) and two generic health-related QOL measures, the Medical Outcome study Short Form Questionnaire (SF-36) and the World Health Organization Quality Of Life-BREF (WHOQOL-BREF).

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Hoh, Li, Kadek Suranata, and Putu Ari Dharmayanti. "Penguatan Peran Bimbingan Keluarga dalam Pola Asuh Anak Disabilitas Ganda." Jurnal Ilmiah Bimbingan Konseling Undiksha 15, no. 1 (2024): 109–16. https://doi.org/10.23887/jibk.v15i1.82009.

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Penelitian ini didasari oleh beberapa masalah yang diidentifikasi, anak-anak dengan disabilitas ganda memerlukan pengasuhan dengan pendekatan yang sesuai karena tingkatan keterbatasan mereka. Mereka membutuhkan perhatian lebih dari orang tua untuk mendukung perkembangan belajar mereka, serta dukungan dari lingkungan sekitar agar tetap termotivasi dalam proses pembelajaran. Penelitian ini menganalisis peran orang tua dan lingkungan sekitarnya dalam memberikan dukungan terhadap perkembangan anak dengan Multiple Disabilities with Visual Impairment. Penelitian ini memberikan gambaran tentang pelak

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Sigafoos, Jeff, and Roslyn Dempsey. "ASSESSING CHOICE MAKING AMONG CHILDREN WITH MULTIPLE DISABILITIES." Journal of Applied Behavior Analysis 25, no. 3 (1992): 747–55. http://dx.doi.org/10.1901/jaba.1992.25-747.

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Kitano, Masako, Mareaki Hayashi, Nari Ohhara, Hiromi Tsuruoka, Satoko Usui, and Kazuhiko Takeuchi. "Hearing aid use in children with multiple disabilities." AUDIOLOGY JAPAN 65, no. 4 (2022): 239–46. http://dx.doi.org/10.4295/audiology.65.239.

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