We’ve all seen checklists, rubrics, and eligibility forms—but what does it look like to bring a neurodiversity-affirming lens to your multiple disabilities assessment?
In this new blog post, I walk you through key considerations, questions to ask, and how to ensure your evaluation process is both thorough and inclusive. If you’ve ever felt unsure about balancing compliance with compassion, this blog is for you.
Clarifying the Meaning of Multiple Disabilities
Eligibility under Multiple Disabilities requires more than identifying two separate qualifying conditions. The critical component is demonstrating how the combination of those disabilities results in such a severe educational impact that the student cannot be appropriately served under a single eligibility category.
This isn’t about checking boxes. It’s about telling a cohesive, evidence-based story that highlights the interaction between disabilities and how they affect the student’s ability to access the curriculum.
Takeaway: When writing your report, ask yourself: Have I clearly demonstrated how these disabilities, in combination, impact educational performance beyond what one eligibility captures?
Use a Neurodiversity-Affirming Lens
As school psychologists, we have the opportunity to move away from deficit-based language and toward neurodiversity-affirming practices. That means recognizing that disabilities are not problems to be fixed, but rather differences to be understood and supported.
When we write reports, attend IEP meetings, or consult with teams, we can:
- Frame challenges in terms of access and support, not brokenness.
- Highlight student strengths and how they learn best.
- Use language that respects the student’s identity and affirms their lived experience.
Takeaway: Every word in your report matters. It shapes how educators, families, and students see themselves. Let’s use that opportunity wisely.
Collaborate and Communicate with Clarity
MD assessments almost always involve collaboration, whether it’s with SLPs, OTs, general education teachers, or administrators. All team members must understand what is being evaluated and how the findings relate to the eligibility decision.
Some best practices include:
- Providing clear summaries of each area evaluated
- Using family-friendly language when discussing findings
- Helping the IEP team understand why the combined impact of two or more disabilities warrants the MD category
Takeaway: Be the bridge between data and understanding. Your clarity and compassion can help the team move forward with confidence and consensus.
Final Thoughts
Multiple Disabilities assessments don’t have to feel overwhelming. With a thoughtful, student-centered approach and strong collaboration, they can be an opportunity to advocate meaningfully and ensure students get the support they need.
When we pair solid assessment practices with a neurodiversity-affirming lens, we give students more than a label—we help shape the kind of educational support and understanding that fosters real growth.
