Belonging before inclusion: Rethinking curriculum, pedagogy and inclusive policy for learners with PMLD

Abstract This paper critically examines social inclusion for learners with profound and multiple learning disabilities, arguing that models of educational inclusion inadequately capture their lived experiences. Drawing on theory, policy and professional reflection within a UK special school context, the paper advances belonging as an alternative framework, emphasising relational pedagogy, process‐based curricula and the structural conditions necessary to support meaningful social participation across the life course.