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Current Issues in the Education of Children with Profound and Multiple Learning Difficulties

Published online by Cambridge University Press:  26 February 2016

Barry Carpenter
Barry Carpenter*
Affiliation:
Solihull, United Kingdom
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Extract

Of late, considerable attention has been paid to the educational provision of children with profound and multiple learning difficulties (P.M.L.D.), (Evans & Ware, 1987; Hogg & Sebba, 1986). Why has the spotlight suddenly fallen to this group of children? Improved postnatal care, high standards of medical care generally, and a wider range of life-sustaining medication has increased the longevity of brain-damaged children, and more are able to enter the education system. In addition, the demise of hospitals for people with a mental handicap has meant a cessation of educational provision for children with mental handicap within these settings. As the concept of normalization permeates the health and social services departments, more “care in the community” projects arise, and children not living at home with their parents are given places in community-based residential facilities (Wolfehsberger, 1972).

Type
Research Article
Information
Australasian Journal of Special Education , Volume 13 , Issue 2 , January 1990 , pp. 20 - 27
Copyright
Copyright © The Australian Association of Special Education 1990

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