ABSTRACT
By the beginning of the new millennium, the United Kingdom’s National Curriculum for education had been in operation for a decade or so and a wealth of material had been published about the relevance and implementation of that curriculum for pupils with severe learning difficulties (SLD) or profound and multiple learning difficulties (PMLD). Throughout the 1990s, enabling the rights of those pupils to access the National Curriculum had become something of a holy grail for academics and practitioners alike. The fact that the bulk of the National Curriculum was largely irrelevant and meaningless to the circumstances of many pupils with SLD/PMLD only seemed to excite further exploration and interest in discovering the key to the whereabouts of that holy grail.
