Responding to disruptive or troubled pupils with emotional and
behavioural difficulties (EBD) remains a highly topical issue. The
challenges these children present relate to wider issues of
continuing political concern: the perceived declining discipline in
schools; school and social exclusion; the limits to inclusion for
children with special needs; increasing mental health difficulties
in children; youth crime and parenting skills. It s little wonder
that the 'EBD' (often known as BESD or SEBD ) category is one of
the most common forms of SEN around the world.
This topical and exhaustively-researched Companion examines the
difficulties of defining EBD, and the dangers of allocating this
imprecise label to children. Bringing together the work of
contributors from fifteen countries and across four continents,
this book features the research of leading experts in the global
field of EBD, who discuss and debate educators key concerns by:
- looking at the overlaps between EBD, ADHD and mental health
difficulties;
- outlining the types of appropriate schooling for children with
EBD;
- urging readers to look beyond pupils challenging behaviour in
order to understand and respond to the social, biological and
psychological causation;
- considering the key areas of assessment, whole-school and
targeted approaches that help pupils with EBD in mainstream and in
special settings;
- outlining helpful work with families, the crucial contribution
of effective multi-agency working and the importance of supporting
and developing teachers who work with challenging pupils.
Containing contrasting views on controversial topics, this
Companion s approachable style makes it an essential reference book
for academics, policy makers, practitioners, educators and students
who are working towards a higher degree in education.
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