Abstract
This paper aims to explore the issue of literacy for children with profound and multiple learning difficulties (PMLD). A group of parents met for six sessions with the authors and discussed how literacy could be applied to their children in the homes. A multi-sensory approach was discussed and experimented with using various texts mentioned in the article. This paper deals with three main ideas, namely challenging parental constructions about their children and about literacy and story-telling; the possible therapeutic role of such a process and its ensuing influence on parents’ roles as advocates for their children; and the idea of experimenting with stories and practices using the senses. In conclusion, the relevance of the above for practising educational psychologists is highlighted.
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