Topographical teaching’: A metaphor for professional practice with learners with severe, profound and multiple learning difficulties

It has been noted that research into inclusive education has tended to overlook considerations around teaching students with severe learning difficulties and/or profound and multiple learning difficulties (SPMLD) (e.g. Colley, 2020). This paper outlines research findings that were obtained as part of a wider study involving the analysis of professional dilemmas encountered by teachers working with either or both of these two groups of learners.