Overview of Classroom

The multiple disabilities (MD) classroom is a highly structured, adaptive environment designed for students with co-occurring physical, cognitive, sensory, and medical needs. The room is organized into designated functional zones including small-group instruction stations, sensory/lightbox areas, switch-play zones, and dedicated spaces for specialized adaptive positioning equipment. The environment prioritizes safety, accessibility, and predictability. Visual, tactile, and object schedules are integrated throughout the day to help students navigate transitions, lower anxiety, and understand their daily routines.

 

 

Instructional Program

The core curriculum balances foundational academic access with functional life skills, self-care, and activities of daily living (ADLs). Instruction is driven entirely by individual student IEP goals and delivered through Specially Designed Instruction (SDI). 

 

 

• Multi-Sensory Approaches: Lessons utilize real objects, tactile symbols, and hands-on materials to make concepts concrete.
• Assistive Technology (AT): High- and low-tech communication tools—such as eye-gaze systems, switches, and picture exchange communication systems (PECS)—are embedded into every lesson so every student has a functional voice.
• Principle of Partial Participation: Activities are modified so all students can actively participate at their highest possible level, even if they require adult or physical guidance to complete a task.
• Flexible Pacing: The curriculum accommodates individual medical needs, physical stamina, and sensory processing thresholds, integrating therapy routines directly into the learning day.

 

 

 

Expectations

 

• For Staff: Paraprofessionals, teachers, and related service providers (OT, PT, SLP, and nursing) operate as a synchronized, multidisciplinary team. Staff are expected to actively facilitate independence, implement consistent communication systems, and seamlessly imbed physical and therapeutic goals into daily academic tasks.
• For Students: Students are expected to make incremental, meaningful progress toward their personal IEP goals. They are encouraged to exercise choice, actively communicate preferences, and participate in classroom routines to the maximum extent of their unique abilities.
• For Home-School Collaboration: Consistent communication between families and the school team is expected to ensure that vocabulary, behavioral strategies, and communication methods are reinforced across both home and school environments.