Developing Individualized Education Programs for Students with Multiple Disabilities

Abstract

Students with multiple disabilities often require comprehensive educational support that extends beyond academic instruction to include functional life skills and transition planning. Within Special Education, Individualized Education Programs (IEPs) are designed to address these diverse needs; however, their implementation frequently emphasizes academic outcomes over practical life skills essential for independent living. This study examined how Individualized Education Programs (IEPs) are developed and implemented for students with multiple disabilities, with particular attention to the gap between academic instruction and the functional life skills needed for transition readiness. A qualitative case study approach was used to explore how IEPs address academic, behavioral, social, and functional domains. The study involved two elementary students in a specialized school in Saudi Arabia, along with key stakeholders, including parents, teachers, therapists, and administrators. Data were gathered through interviews, classroom and therapy observations, and document analysis, and were analyzed using thematic analysis. The analysis indicates that IEPs tend to focus heavily on academic goals, with limited attention to functional life skills and transition planning. A disconnect between classroom instruction and therapy-based interventions constrained students’ preparation for independent living. These findings highlight the need for a more holistic and collaborative approach to IEP development. Integrating functional life skills and strengthening coordination among stakeholders can improve the relevance and effectiveness of IEPs and better support students’ independence and transition outcomes.