Publisher description
Drawing upon research and practice in a number of countries, the
contributors to this volume describe advances in meeting the needs of children
and young people with emotional and behavioural difficulties. Following the
Salamanca agreement and other international treaties, sovereign states are
pursuing, at different rates, a more inclusive educational agenda. There is
concern for those pupils who are excluded and in danger of becoming
increasingly marginalized in their societies as their engagement in education
decreases. Foremost amongst these pupils are those with emotional and behavioural
difficulties. The issues surrounding their inclusion in education, particularly
mainstream education, are explored, along with the factors that contribute to
successful interventions. Contributors from Spain, Norway, Australia, Canada,
Finland and the United Kingdom describe ways of meeting their emotional and
behavioural needs within education. The authors raise factors, which could
contribute towards greater inclusive practice. Following the Salamanca agreement and other international treaties, the
contributors to this volume draw upon research and practice in a number of
countries to describe advances in meeting the needs of children and young
people with emotional and behavioural difficulties.
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Emotional and Behavioural Difficulties in Mainstream Schools
Book reviews » Emotional and Behavioural Difficulties in Mainstream Schools (International Perspectives on Inclusive Education)
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