ABSTRACT

Since being involved in starting up The Bridge Professional Training Centre (part of The Bridge School, an all-age SLD/PMLD/ASD school in Islington) in 1997, I have been exercised by the problem of satisfactorily defining the terms ‘severe learning difficulties’ and ‘profound and multiple learning difficulties’ to those I train. The thoughts outlined in this chapter are a reworking of those first propounded in The SLD Experience (Imray 2005).