ABSTRACT
This chapter examines the way in which the new developments in education relate to previous approaches in the teaching of pupils with profound and multiple learning difficulties (PMLD) and suggests ways in which implementation of the National Curriculum can make a positive contribution to the ongoing process of curriculum development. Teachers were feeling their way and this was a period of getting to know the pupils for the profession as a whole. The behavioural techniques which were adopted in Educationally Subnormal (Severe) schools in the 1970s were recognized as being equally appropriate for pupils with PMLD. The context for learning is also receiving much more serious attention to ensure that it provides the clues the pupils need for understanding of their surroundings and to make activities more meaningful. The dimensions which are expected to permeate the whole timetable are as valid for pupils with PMLD as for all other pupils.
