In this paper we show how developmental definitions of ‘PMLD’ in the academic literature can reduce children with PMLD to the status of ‘non-persons’. We highlight some of the innovative dimensions of our work which challenge this status quo. These include the application of new theory and research methodology, and our studies of the social interaction of children with PMLD. We argue that these aspects of our research help reinstate the value of children with PMLD in the academic literature and arguably have important practice implications. However, we conclude that much more work is needed in our fight against the exclusion and degradation that some children with PMLD face.
|Number of pages||3|
|Publication status||Published - 2014|
- inclusive education