By Paul Cooper; Colin Smith; Graham Upton

Lecturers in mainstream faculties are more and more faced with childrens with serious emotional and behavioural problems, for whose functionality and impression at the remainder of the category they're held dependable. usually exclusion seems the best choice. This ebook exhibits that it isn't. It offers a concise, basically written consultant to the key ways which might be used to accommodate emotional and behavioural problems - their probabilities and their pitfalls. it will likely be beneficial studying for precise wishes coordinators, person academics reflecting at the factor of their personal study rooms and heads wishing to set up entire tuition techniques to the matter.

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Extra info for Emotional and Behavioural Difficulties: Theory to Practice

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CONCLUSION In this chapter an attempt has been made to provide an overview of some key issues related to the nature and development of 27 CONSIDERING PROBLEMS behaviour problems. It is clear that recent changes in the understanding of behaviour problems have shifted the locus of responsibility for the bulk of such problems away from the traditional therapeutic disciplines and moved it more directly into the community in general and schools in particular. Once behaviour problems are viewed more in terms of problems in living than as disease entities, then such problems can be seen as the responsibility of those concerned with the general socialising process.

Indeed, it is this group of pupils which appears to constitute the basis of the official definition of emotional and behavioural difficulties in Britain. In Circular 23/ 89 (DES, 1989b) such pupils are defined as children who exhibit unusual problems of adaptation to a range of physical, social and personal situations. They may set up barriers between themselves and their learning 51 DEVISING SOLUTIONS environment through inappropriate, aggressive, bizarre or withdrawn behaviour. Some children will have difficulty making sense of their environment because they have a severe pervasive developmental disorder or more rarely an adult type psychosis.

Smith argues that the answer lies in the ability of mainstream schools to prevent learning difficulties from becoming behavioural difficulties, as they often do, when pupils ward off feelings of inadequacy and incompetence by indulging in misbehaviour. He borrows a phrase from Hargreaves (1967) and urges schools to avoid such pupil disaffection by ‘keeping them clever’. This can be achieved through curriculum planning, which develops courses matched to the ability and interests of pupils with a wide range of abilities and through other aspects of school organisation and management, which develop a sense of the school as a community, which appreciates and values all its members.

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