ABSTRACT
This chapter discusses the issues of the context in which teachers of learners with severe disabilities teach in schools. It also discusses the nature of severe disabilities through the story of Sam and confirmed the problems that arise with deficit and categorical perspectives. This developed into a discussion of the historical legacy of the deficit/medical model of disability and the need to embrace the concepts of Least Dangerous Assumption and Presumed Competence. These are only some of the current issues, but they serve to illustrate the sociopolitical contexts that impact teachers of learners with severe disabilities. The nature of the complexity of learning needs presented by students with severe disabilities is multi-dimensional and in reality may not be captured in a formal eligibility diagnosis. Generally, the disability category-based support provision that is the historical legacy of special education is problematic. The chapter ended by highlighting the move towards a Least Restrictive Environment and greater inclusive learning opportunities.
