ABSTRACT
This chapter focuses on the everyday life and learning of Postverbal People positioned as invisible beings because they do not communicate in words. It draws on research with people living with dementia, learning difficulties, autism, acquired brain injury and recovery from stroke with their families and carers. The chapter also focuses on how postverbal people engage in and lead invisible education in the home. In some respects, the postverbal people were very publicly visible through the noses they made or the unfamiliar movements of their body; but they were then quickly made invisible. For postverbal people, music can be an access point to a form of learning where ‘the signs to music’ take the place of words. The invisible education of home life, how the everyday is played out through rituals and symbols, was another incidental learning affect. Postverbal invisible education casts a new world: ‘intense’, ‘deep’, present, bodily, which demands that old fears and assumptions are jettisoned.
