Literature Review: The Impact of Children with Multiple Disabilities in Their Life

Amira Khoirunnisa; Hanifah Ummu Ammaroh; Sarah Febri Cantikaarini; Rafa Libowo; Marcella Cesaria; Citra Ashri Maulidina

doi:10.58526/jsret.v5i1.1004

Authors

Amira Khoirunnisa Universitas Negeri Jakarta
Hanifah Ummu Ammaroh Universitas Negeri Jakarta
Sarah Febri Cantikaarini Universitas Negeri Jakarta
Rafa Libowo Universitas Negeri Jakarta
Marcella Cesaria Universitas Negeri Jakarta
Citra Ashri Maulidina Universitas Negeri Jakarta

DOI:

https://doi.org/10.58526/jsret.v5i1.1004

Keywords:

Multiple Barriers, Educational Services, Literature Review, Social Impact, Multiple Disabilities

Abstract

This study reviews previous literature to determine how multiple disabilities affect children. It also examines key components of support services and the education system. Children with various disabilities face complex developmental challenges in cognitive, communication, social, and emotional areas. This study identified four key impacts from 28 scientific articles (2020–2025) using a systematic literature review approach. These four impacts are as follows: “Psychological and Emotional”; “Social and Participation”; “Family and Support Systems,”; and “Education and Services.” The findings suggest that addressing multiple disabilities requires an integrated, personalized, and family-based intervention approach. Furthermore, addressing multiple disabilities requires policies that enable broad social participation and support tailored to children’s complex needs.

Downloads

Download data is not yet available.

References

Author, A. A., & Author, B. B. (2023). (Judul artikel lengkap). Disability and Rehabilitation: Assistive Technology. https://doi.org/10.1080/17483107.2023.2170478

Bremmer, M., Hermans, C., & Lamers, V. (2021). The charmed dyad: Multimodal music lessons for pupils with severe or multiple disabilities. Research Studies in Music Education. http://dx.doi.org/10.30870/unik.v9i1.26628

Diani, E, & Yunarti, S (2024). FAMILY RESILIENCE FOR PEOPLE WITH MULTIPLE DISABILITIES IN NAGARI BARINGIN. JISRAH: Jurnal Integrasi Ilmu Syariah, 5(1), 9-18. doi:10.31958/jisrah.v5i1.12135

Diani, E., & Yunarti, S. (2024). Family Resilience for People with Multiple Disabilities in Nagari Baringin. Jurnal Integrasi Ilmu Syariah (Jisrah), 5(1), 9–18. https://doi.org/10.31958/jisrah.v5i1.12135

Efendi, F. A., Habibah, A. U., Faadiyah, F., & Umriyyah, S. (2024). IDENTIFIKASI DAN ASESMEN ANAK DENGAN HAMBATAN MAJEMUK DI SALAH SATU SLB DAERAH JAKARTA PADA JENJANG SDLB DAN SMPLB. Jurnal Pendidikan Inklusi Citra Bakti, 2(1), 84-96.

Eriksson, S., & Saukkonen, E. (2021). Rehabilitation or Leisure? Physical Exercise in the Practice of Physiotherapy with Young Persons with Profound Intellectual and Multiple Disabilities. Scandinavian Journal of Disability Research, 23(1). https://doi.org/10.16993/sjdr.795

Kibayasi, F. S., & Nihuka, K. A. (2025). Impact of augmentative and alternative communication devices in promoting reading skills in pupils with multiple disabilities in primary schools in Morogoro Municipality, Tanzania. Asian Journal of Education and Social Studies, 51(10), 488–495. https://doi.org/10.9734/ajess/2025/v51i102509

Kruithof, K., Geuze, M., & Waninge, A. (2023).Parenting children with profound intellectual and multiple disabilities: Parents’ experiences navigating complex care. Disability & Society, 39(4), 672–693. https://doi.org/10.1080/09687599.2023.2164846

Kruithof, K., Waninge, A., & Geuze, R. H. (2022).Parents’ tacit knowledge about their child with profound intellectual and multiple disabilities. Journal of Policy and Practice in Intellectual Disabilities, 19(4), 388–399. https://doi.org/10.1111/jppi.12433

Kruithof, K., Willems, D. L., Van Goudoever, J. B., & De Vries, M. C. (2021). Siblings’ and parents’ perspectives on the future care for their family member with profound intellectual and multiple disabilities: A qualitative study. Journal of Intellectual & Developmental Disability, 46(4), 310–321. https://doi.org/10.3109/13668250.2021.1892261

Maes, B., Penne, A., Vastmans, K., & Arthur-Kelly, M. (2020). Inclusion and participation of students with profound intellectual and multiple disabilities. In M. Nind & I. Strnadová (Eds.), Belonging for people with profound intellectual and multiple disabilities: Pushing the boundaries of inclusion. Routledge. https://doi.org/10.4324/9780429260711-5

Maulidina, C. A., Taboer, M. A., Jaya, I., Lianty, L., Amani, D. A., & Kairunisa, S. (2024). Family-Sourced Early Intervention Programs to Optimize Communication Development of Children with Multiple Disabilities. JASSI ANAKKU, 24(1). http://dx.doi.org/10.17509/xxxx.xxxx

Maulidina, C. A., Taboer, M. A., Jaya, I., Lianty, L., Amani, D. A., & Kairunisa, S. (2024). Family-sourced early intervention programs to optimize communication development of children with multiple disabilities. Jurnal Asesmen dan Intervensi Anak Berkebutuhan Khusus, 24(1), 17-27. https://doi.org/10.17509/jassi.v24i1.71216

Maulidina, C. A., Taboer, M. A., Zalfalia, E., Amani, D. A., & Jaya, I. (2024). Pola Komunikasi Siswa dengan Hambatan Majemuk. Jurnal UNIK: Pendidikan Luar Biasa, 9(1), 32-37.

Maulidina, C. A., Taboer, M. A., Zalfalia, E., Amani, D. A., & Jaya, I. (2024). Pola Komunikasi Siswa dengan Hambatan Majemuk. Jurnal Unik: Pendidikan Luar Biasa, 9(1). http://dx.doi.org/10.30870/unik.v9i1.26628

Nadya, A., Dewi, D. J. K., & Rahayu, D. P. (2024). SELF-ACCEPTANCE OF SINGLE MOTHERS WITH MULTIPLE DISABILITIES: Case Study in Lakarsantri, Surabaya. JP2KG AUD (Jurnal Pendidikan, Pengasuhan, Kesehatan dan Gizi Anak Usia Dini), 5(2), 423-431.

Nijs, S., Van der Linden, L., Vandevelde, S., Penne, A., & Maes, B. (2023). Operationalisation of self-determination of persons with profound intellectual and multiple disabilities: A Delphi study. Journal of Intellectual & Developmental Disability, 48(1), 84–96. https://doi.org/10.3109/13668250.2022.2147053

Nind, M., & Strnadová, I. (2020). Changes in the lives of people with profound intellectual and multiple disabilities. In M. Nind & I. Strnadová (Eds.), Belonging for people with profound intellectual and multiple disabilities: Pushing the boundaries of inclusion. Routledge. https://doi.org/10.4324/9780429260711-1

Nind, M., & Strnadová, I. (Eds.). (2020). Belonging for People with Profound Intellectual and Multiple Disabilities: Pushing the Boundaries of Inclusion. Routledge.

Palmer, C., & Walmsley, J. (2020). Are people with profound and multiple learning disabilities and their families welcome in the wider learning disability community? In M. Nind & I. Strnadová (Eds.), Belonging for people with profound intellectual and multiple disabilities: Pushing the boundaries of inclusion. Routledge. https://doi.org/10.4324/9780429260711-13

Park, C., Jang, Y., Lee, S., Seo, J., Yang, K., & Lim, H. (2022). PICTALKY: Augmentative and Alternative Communication for Language Developmental Disabilities. arXiv preprint arXiv:2109.12941v2.

Pujiastuti, R., & Retnosari, I. E. (2023). Dampak Defisit Unsur Kalimat Pada Fungsi Pragmatis Tindak Tutur Anak Disabilitas Ganda (Impact of Deficit Elements of Sentence there is a Pragmatic Function Speech Act of Children with Multiple Disabilities). SAWERIGADING, 29(1), 26-40.

Sheldon, M., Hawkins, S., & Long, E. (2021). (Judul artikel lengkap). Research in Developmental Disabilities. https://doi.org/10.1016/j.ridd.2021.104135

Sujoko, A., Putra, D. A., & Natalina, D. S. (2025, Agustus). Meningkatkan kesejahteraan penyandang disabilitas. Suara Analis Kebijakan (SAJAK), 2(2), 1–10. https://www.researchgate.net/publication/396248953_Meningkatkan_Kesejahteraan_Penyandang_Disabilitas

Suryati, N., & Nurjannah, N. (2024). Rehabilitation intervention for neglected cases of multiple disabilities in cerebral palsy and mental retardation. Empati: Jurnal Ilmu Kesejahteraan Sosial, 13(2), 135-147. https://doi.org/10.15408/empati.v13i2.43939

Taboer, M. A. et al. (2024). Identifikasi siswa dengan disabilitas majemuk di Sekolah Luar Biasa. Jurnal Ortopedagogia, 6(3), 217–229. https://journal2.um.ac.id/index.php/jo/article/view/51874

Wardani, D. (2025). Pendekatan Komunikasi Guru Kepada Siswa Tunanetra Majemuk Dalam Proses Pembelajaran di Yayasan Pendidikan Dwituna Harapan Baru. KESKAP: Jurnal Kesejahteraan Sosial, Komunikasi dan Administrasi Publik, 4 (2). https://doi.org/10.30596/keskap.v4i2.26103

Wissing, M., Maljaars, J., Gevers, J., van den Bogaard, K., & Embregts, P. (2022).Identifying dementia in people with severe or profound intellectual (and multiple) disabilities: A Delphi study. British Journal of Learning Disabilities, 50(3), 329–340. https://doi.org/10.1111/bld.12510

Wong, C. T., Blewitt, J., Lam, M., Law, W., & Ip, A. (2021). (Judul artikel lengkap). Journal of Inclusive Education. https://doi.org/10.1177/1321103X20974802

Zakiah, Zykra & Hermanto, Hermanto. (2022). Kebutuhan guru dan orang tua dalam layanan pendidikan bagi anak dengan hambatan majemuk di masa pandemi covid-19. JPK (Jurnal Pendidikan Khusus). 18. 1-8. 10.21831/jpk.v18i1.48627.

Zandbelt, L., Vlaskamp, C., & de Knegt, N. C. (2024).Health problems in children with profound intellectual and multiple disabilities: A systematic review. Journal of Applied Research in Intellectual Disabilities, 37(3), 675–690. https://doi.org/10.1111/jar.13374