Administrative Letter: 14
Policy Code: BGC
To: Public School Administrators and Special Education Directors
From: Robert G. Hasson, Jr., Ed. D. Commissioner
Date: May 7, 2018
Subject: Guidance on multiple disabilities eligibility category under the Individuals with Disabilities Education Act (IDEA)
The Maine Department of Education’s Office of Special Services is providing the following information regarding the identification of “multiple disabilities” as an eligibility category for students with disabilities. This guidance is intended to help Individualized Education Program (IEP) teams correctly identify students with multiple disabilities consistent with the definition in federal law.
Under the Individuals with Disabilities Education Act (IDEA), Part B, for a child to qualify under the category of “multiple disabilities,” the following criteria must be met:
- The child has impairments that occur concomitantly (two or more disabilities that occur at the same time); and
- the result of the combination of the impairments causes such severe educational needs that the child cannot be accommodated in special education programs solely for one of the impairments.
Based on these criteria, the category of multiple disabilities requires the presence of severe educational needs, not solely the presence of two or more disabilities. For example, a child who has an intellectual disability and blindness or a child who has an intellectual disability and orthopedic impairment would be categorized as multiply disabled. An example of a child that should not be classified as having multiple disabilities could be child who has Attention Deficit Hyperactivity Disorder (ADHD) and has a speech language disability.
Data from the National Center for Education Statistics indicates that Maine has much higher identification rates of children in the category of multiple disabilities than the national average. In 2016-17, for ages 6–21, the national multiple disabilities rate (pooling across all states and territories for which data were available) was 2.34 percent while Maine’s rate was 10.77 percent. There are very few states/territories with higher rates than Maine’s.
Maine Multiple Disabilities Identification Rate Compared to National Average
| National |
2.34% |
| Maine |
10.77% |
| These values represent the percentages of multiple disabilities out of all children with disabilities, not out of all children both with and without disabilities. |
Maine Multiple Disabilities Identification Rate 2014 – 2016
| 2016-17 |
10.46% |
| 2015-16 |
10.04% |
| 2014-15 |
9.68% |
| These values represent the percentages of multiple disabilities out of all children with disabilities, not out of all children both with and without disabilities. |
Given the significant difference between Maine’s identification rate and the national average, the Department will be working on supportive efforts to ensure that students are being correctly identified in this category. As such, the Maine Department of Education Office of Special Services’ monitoring team will be working with school districts with high identification rates in multiple disabilities as part of the general supervision system of monitoring and supports. It is recommended that this information be shared with anyone who is a part of identification and/or triennial evaluations.
For more information about this topic, please contact the Maine Department of Education Office of Special Services by phone at (207) 624-6713 or via email to Jan Breton, Director of Special Services at janice.breton@maine.gov.
Maine DOE Newsroom 