When documenting a student with multiple disabilities in the IEP, what should be prioritized?

• A. Differentiate the impact of each disability and coordinate supports across settings.
• B. Focus on the more severe disability only.
• C. Create a single goal that covers all needs without distinctions.
• D. Delay addressing multiple needs until a formal reevaluation.

Answer: (A)

The main idea is to plan the IEP by showing how each disability affects the student and by coordinating supports so they work together across all settings. When multiple disabilities are involved, it’s essential to detail the unique impact each one has on learning and daily function, then design goals and services that address those distinct areas. Coordinating supports across settings—school, home, and community—ensures strategies are consistent and complementary, so progress in one area supports and reinforces progress in others. This approach avoids gaps where one disability is addressed while another is neglected, and it helps the team monitor multiple areas of need effectively.

Focusing only on the more severe disability misses other important needs, and creating a single goal that lumps all needs together can leave specific skills and supports unaddressed. Waiting to address multiple needs until a reevaluation creates delays in services and progress.