ABSTRACT
Many major educational initiatives in recent years have been committed to raising the quality of learning opportunities for all children in this twenty-first century. Indeed, the transformation agenda seeks to ensure that every child is a learner. However, often such exhortations fail to include those children whose educational opportunities may be limited or disadvantaged due to a disability which gives rise to difficulties in learning. The co-occurring and compounding nature of complex learning difficulties requires a personalized learning pathway that recognizes children and young people's unique and changing learning patterns. In the twenty-first century, children with (Complex Learning Difficulties and Disabilities) CLDD are presenting with new profiles of learning needs that the teaching profession struggle to meet through existing teaching styles or curriculum frameworks. They are certainly a unique group of learners, and their experiences formulate a unique and, at times, challenging perspective of this world.
