ABSTRACT
This chapter discusses the crucial role of multi-professional working when teaching students with severe disabilities. It considers the potential role of brain-based learning and how understanding of this may influence potential decision-making. Key considerations of teaching and learning for this group of students are then discussed that may inform the decisions made about teaching and learning for students with severe disabilities. The term "multi-professional working" refers to how professionals collaborates together better to serve the complex needs of learners with all disabilities, but is particularly relevant for learners with severe and complex learning profiles. It involves team members sharing roles, sharing knowledge and accepting the fluid nature of each professional's role in the personalized education of students. The curriculum and pedagogical journeys that schools travel to provide meaningful learning opportunities for students with severe disabilities are constantly evolving.
