ABSTRACT
A three year project based in the Department of Learning Disabilities at the University of Nottingham brought practitioners together from a variety of professional contexts across the country to explore strategies and approaches relating to the sexuality of children and adults with profound and multiple learning difficulties. 1 The project was designed as a piece of action research of the 'professionalising type' (Hart and Bond 1995) in which it is intended that:
problems emerge from professional experience and practice;
improvement in practice is defined by professionals on behalf of students/service users;
advocacy is undertaken on behalf of students/service users.
