- Subject index
Emotional and Behavioural Difficulties (EBD) in schools can be defined in many ways. For example, EBD can be seen as: a set of problems that reside mainly within the individual student; as the result of interactions between social and psychological sub-systems, or as the product of professional discourses that create and maintain the very problems that they purport to identify and solve. Clough and Garner's Handbook of Emotional and Behavioural Difficulties sheds light on all of these perspectives and reveals the enormous complexity and diversity of what is termed "EBD". In doing this, the book reveals itself to be both a scholarly and practical resource that will be indispensable to anyone seeking insight and direction for understanding and responding to EBD in the 21st century.
Chapter 20: Involving Students with Emotional and Behavioural Difficulties in Their Own Learning: A Transnational Perspective
Involving Students with Emotional and Behavioural Difficulties in Their Own Learning: A Transnational Perspective
The United States and England have historically had both significant similarities and differences in the development of their respective special educational needs (SEN) policy and practice. Over the last 30 years both countries have systemically reviewed their national responses to SEN provision culminating in major legislation, in the United States, the IDEA (1997) and in England, the SEN Code of Practice (DfES, 1994, Revised 2001). Within both legislative reforms is a key shift in emphasis away from segregated provision for students with special educational needs towards inclusive schooling (England) and ‘least restrictive environments’ (US).
The primary focus for both ...