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.


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).