Belonging for People with Profound Intellectual and Multiple Disabilities Pushing the Boundaries of Inclusion

This book pushes the boundaries in the way we approach people with profound intellectual and multiple disabilities, and in how we work with them in education and research. While it is grounded in diverse theoretical frameworks and disciplines, the book coheres around a commitment to seeing people with profound intellectual and multiple disabilities as equal citizens who belong in our classrooms, research projects and community lives. Each section covers policy contexts, key ideas and recent research. Featuring contributions from around the world, the book incorporates established and new voices, different disciplines and experiences. Additionally, it includes pieces from family members of people with profound intellectual and multiple disabilities. Divided into three parts, the book explores three main topics: Belonging in education Belonging in research Belonging in communities Belonging for People with Profound Intellectual and Multiple Disabilities is an invaluable resource for scholars, professionals and postgraduate research students with an interest in children or adults with profound intellectual and multiple disabilities.

Acknowledgements Contributors Preface Chapter 1 Changes in the lives of people with profound intellectual and multiple disabilities Melanie Nind and Iva Strnadová Part I Belonging in education Fellow Traveller Account 1: Belonging and segregation – the oxymoron of the special school Shoshana Dreyfus Chapter 2 Exploring the situated social being of children with profound and multiple learning difficulties across educational contexts: A study of belonging Ben Simmons Chapter 3 Inclusion and participation of students with profound intellectual and multiple disabilities Bea Maes, Anneleen Penne, Katrijn Vastmans and Michael Arthur-Kelly Chapter 4 On 'being' together as belonging: Inside Golden Tent Jill Goodwin Part II Belonging in research Fellow Traveller Account 2: Siblings belonging together Hilra Gondim Vinha Chapter 5 Crossing the wobbly bridge: An inclusive approach to researching playfulness and children with profound and multiple learning difficulties Debby Watson Chapter 6 A trip to the caves: Making life story work inclusive and accessible Noelle McCormack Chapter 7 Shifting the gaze: The use of wearable cameras in research Melaneia Warwick Part III Belonging in communities Fellow Traveller Account 3: Are people with profound and multiple learning disabilities and their families welcome in the wider learning disability community? Clare Palmer and Jan Walmsley Chapter 8 Approaching a person with profound intellectual and multiple disabilities: What do you think, what do you do? Sheridan Forster Chapter 9 Singing together: Friends’ and families’ perspectives of possible ways to be included in society Catherine de Haas Chapter 10 Enabling people with profound and multiple learning disabilities to belong in public and community archive collections Liz Tilley, Sue Ledger and Catherine de Haas Chapter 11 Belonging and people with profound intellectual and multiple disabilities: Pushing the boundaries Iva Strnadová and Melanie Nind Index

Melanie Nind is Professor of Education at the University of Southampton, UK, where she is Director of the Centre for Research in Inclusion. Iva Strnadová is Professor of Special Education and Disability Studies at the University of New South Wales Sydney, Australia.