By Duncan P. Mercieca (auth.), Duncan P. Mercieca (eds.)
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Extra info for Living Otherwise: Students with Profound and Multiple Learning Disabilities as Agents in Educational Contexts
2). Therefore a sensory approach curriculum may help to compensate for this loss. CONCLUSION I want to read the ideas that I have just presented as meta-narratives that digest and swallow in them the children and people with PMLD and others around them by trying to make PMLD an object of sense. It is believed that through coming up with a definition, the ensuing implication for the education of such pupils can be tackled next. It is as though a building is being planned, with a sound definition as the foundation and several units built on top.
90). So khôra is left out of Platonism; it is there, but has no property of its own, unlike the Forms and Objects. It is out of mind, out of memory (see Derrida, 1995, p. 96), so it is impossible to say something about it. Derrida thus defines khôra by what it is not; khôra is that which defies the logic of noncontradiction, the logic of either/or. “So to be true to Plato, and this is a sign of love and respect for Plato, I [Derrida] have to analyse the functioning and disfunctioning of his work” (Derrida, 1997b, p.
Teachers of students with PMLD see themselves as making a difference in the lives of students with PMLD, without making themselves martyrs. Ware (1996), however, argues that: Research evidence backs the view that people with PMLDs do have some characteristics which make interacting with them more difficult and potentially less satisfying for the other persons. (p. 7) These teachers often act as advocates for the rights of students with PMLD (Aird, 2001); they believe and argue that their students are learners, knowing the individual learning profile of each particular student (Jones, 2005).