ABSTRACT
Research, writing, and discussion around the pedagogy of profound and multiple learning difficulties and the pedagogy of severe learning difficulties are almost entirely absent from academic considerations, having been completely swallowed up by the inclusionist agenda. There has been some thought given to the pedagogy of special educational needs, but this has taken elements of a definition of pedagogy from Alexander that does not seem to address the key imperative of pedagogical thought. Teaching a different, separate, specifically designed and 'special' curriculum to those with special educational needs, rather than teaching the same curriculum differently, would after all be marking such children out as fundamentally other, thereby labelling and possibly stigmatising such children. L. Florian may not like 'deterministic beliefs' but the UK National Curriculum experiment is very, very clear: children on the PMLD and SLD spectrums do not even reach the beginnings of the curriculum, never mind succeed within it.
