Student Services

Annotated Descriptor for Profound Multiple-Disabilities Level 3 (MH3)

Funding Criteria

The student has a combination of extremely severe disabilities that produce profound multiple developmental, behavioural, and/or learning difficulties. The student may have a severe cognitive disability compounded by a physical disability so severe that s/he requires student specific programming (e.g. adaptation and/or modification or individualized programming), throughout the school day. If the student does not have a cognitive disability, s/he may display two or more extremely severe physical disabilities and consequently requires intensive assistance and/or supervision throughout the school day.

Descriptors

Student Profile (requires two or more disabilities)

Provide concrete and concise descriptions of the most recent observations, informal and specialized assessment data (including dates, roles/titles and names) and the impact this may have on student learning related to each of the following:

  • Confirmation of cognitive ability/potential.
  • Medical diagnosis of condition(s) that require adaptation or support.
  • Sensory: vision, hearing and/or other sensory considerations.
  • Physical skills (e.g. mobility) and specific assistance required (e.g. transfers).
  • Behaviour(s) that limit the student's potential to learn or participate in school or community activities (most recent types, frequency, intensity, duration).
  • Adaptive skills:
    • Communication - Include receptive and expressive language skills (e.g. Describe student’s ability to comprehend information, express their basic wants and needs, verbal, non-verbal, communication mode used-speech, gestures, AAC).
    • Self-care- describe ability to perform activities and skills of daily living as compared to similar-aged peers (e.g., dressing, toileting, feeding).
    • Self direction - ability to work independently; include attention span and frequency of redirection.
    • Other adaptive skills- describe ability to perform activities and skills of daily living as compared to similar-aged peers (e.g. for older students-navigating the school and/or community, use of money, keeping track of time, other functional skills related to transition to community)
  • Special health care needs - indicate the URIS Health Care classification and profile of health care needs (e.g., catheterization, tube feeding).

Resources required

  • Specify student's programming needs throughout the day (i.e. adaptation and/or modification or individualized programming).
  • Specify student-specific learning opportunities or interventions required for self-direction, daily living skills, behaviour, communication and academics. Indicate roles of support personnel and time required (e.g., clinicians, specialists, educational assistants).
  • Summarize health care plan, if any, including supports/interventions and time required.
  • Identify division, school and/or outside supports needed. Indicate nature of support, including amount of time, types of materials (e.g., respite, therapy).