ABSTRACT
This chapter explores the concept of age-appropriate behaviour and the subtle interactions between the way we behave and the way others behave to us. The development of age-appropriate behaviour can therefore be seen as an essential factor in ensuring that young people and adults with severe and profound learning difficulties engage in interaction in a manner that promotes dignity and respect. The main resources in the school can be assessed for the appropriateness of their content and design to pupils of different ages. One might argue that the National Curriculum has the inherent advantage that it forces a move away from a developmental curriculum and encourages more age-appropriate contexts for developing knowledge, skills and understanding. Schools could start by specifying the ways in which the curricular areas differ for pupils through the key stages. Individual Intervention likely that the school audit will lead to development in policies and changes in action.
