This book challenges the ways we experience, think about, and interact with children described as having profound and multiple learning disabilities (PMLD). Contrary to received wisdom, the book starts from the premise that traditional psychological approaches operating in the PMLD field are overly reductive and constrain our abilities to listen to and learn from children with PMLD. This in turn runs the risk of maintaining exclusionary practices such as segregated education, where such practices are predicated upon the notion that some children are too disabled to participate in mainstream...