ABSTRACT
Professionals face difficult decisions when selecting the most appropriate curriculum for children and young people with multiple disabilities and a visual impairment. They need to strike a careful balance between meeting each child's entitlement to a broad curriculum base and serving the unique needs of the individual. The structure of the curriculum depends upon the decisions that professionals make about priorities for the child's education. Careful judgement is required to accommodate the educational requirements of the National Curriculum with the range of complementary therapies and approaches that are vital to the child's welfare. A range of stimulating experiences and carefully structured learning approaches is a fundamental requirement if two of the major goals of education are to be achieved; quality of life and maximum independence for every child.
