ABSTRACT
This chapter examines the evidence for the impact of a number of aspects of classroom organisation on the curriculum received by pupils with profound and multiple learning disabilities (PMLDs) and suggests the ways in which classroom organisation can be made more effective in all classes where pupils with PMLDs are educated. The people within the classroom can be seen as falling into three groups. The two main groups are staff and pupils; the third, volunteers, may not be present in all classrooms, but they are an important group in many schools. One way in which schools for pupils with SLDs differ from most other schools is that there are invariably two or more adults in each classroom. The research reported in this chapter not only suggests that the adoption of a room management type procedure may be advantageous in classes where some or all of the pupils have PMLDs; it also has wider implications for classroom organisation.
