Children with severe/profound multiple learning difficulties may exhibit physical, sensory and/or intellectual impairments in addition to challenging behaviour, communication problems and mobility restriction. Multisensory environments (MSE) have emerged as one of a number of different innovative responses educators have explored in their attempt to more effectively meet this challenge. The ways in which educators have been using the MSE when working with children with severe multiple disabilities are still largely uncatalogued. MSE curriculum development begins with assessment of the individual student's learning and life quality. Assessment must be individualised, ongoing and be conducted by all transdisciplinary team members, working collaboratively in a wide range of contexts over extended periods of time, in order to identify the child's strengths, interests, aptitudes and achievements. The transdisciplinary team uses the assessment information to make decisions regarding desired learning outcomes to be achieved in the MSE.