ABSTRACT

The techniques were chosen because they seemed to lend themselves particularly to obtaining substantive descriptions of the realities of being a prime carer for a child with profound and multiple learning difficulties. The needs of a child with profound and multiple learning difficulties and complex behaviours are outside the experience of most people. The data reflected how little the general public know about caring for children with profound and multiple learning difficulties. It raised haunting questions regarding how communities could become more understanding and what role special schools might play. Parents could then be reassured that time in care was all part of their children's education and managed by teaching staff with whom partnerships could be forged. One of the most difficult areas of the research was deciding on the use of time.