Joining Forces: Supporting Individuals with Profound Multiple Learning Disabilities

Abstract

Since 1999, one of the Special Interest Research Groups within the International Association for the Scientific Study of Intellectual Disabilities (IASSID) has been on profound multiple disabilities (PMD). This group has stimulated a world‐wide discussion on education and support for such individuals. However, it is evident that there is some disagreement about who is included in this category. There has also been a debate about the applicability of various policy changes for people with PMD. A third topic of discussion has been the need for more research related to this target group and the related research priorities. This paper profiles and discusses these questions.

Multi‐sensory storytelling as an aid to assisting people with profound intellectual disabilities to cope with sensitive issues: a multiple research methods analysis of engagement and outcomes

“…All participants met the criteria for PIMD stated in Hogg, Juhlberg and Lambe (2001) and fell within the core group defined by Nakken and Vlaskamp (2002). The definition provided in the former paper is based on criteria related to limited communicative abilities and additional significant physical and/or sensory impairments.…”

Interaction between persons with profound intellectual and multiple disabilities and their partners: A literature review

“…Positive relationships are essential for the personal autonomy and identity of persons with profound intellectual and multiple disabilities (PIMD) (Nakken & Vlaskamp, 2002;Petry, Maes, & Vlaskamp, 2005). Their multiple and complex support needs make them dependent on others for almost all daily life activities.…”

Movement skill assessment in children with profound multiple disabilities: a psychometric analysis of the Top Down Motor Milestone Test

“…Therefore, activities offered to children with profound multiple disabilities should be aimed at enhancing their independence and control over their own lives. 8 Because of this shift towards a functional approach, assessment should also focus on functional skills whereby the degree of independence is emphasized rather than the number of developmental milestones that are mastered. Yet instruments are scarce for children with profound multiple disabilities,9 especially where functional assessment measures are concerned.…”