Understanding Children with Severe and Multiple Disabilities based on Physiological Knowledge with a Focus on drinking behavior

Profound Intellectual and Multiple Disabilities is defined as those who have significant motor, sensory, impairments and they need complex health care needs (Ware, 2004). The purpose of this study to suggest that physiological knowledge is key for any educational approach focusing on drinking behavior because eating and drinking are very important educational activities in special needs education school. When a teacher guides children with severe and multiple disabilities in eating and drinking activities, the teacher should recognize the importance of water intake system mechanisms for their well-being.