Behavioural Emotional Social Difficulties: Developing inclusive practice - Essay Example

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‘A critical review of policy and perspectives in identification of, and intervention to support, students with Behavioural, Emotional and Social Difficulties’. Introduction The need for good and quality education remains an important requirement for successful socio-economic survival in contemporary modern society…
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Behavioural Emotional Social Difficulties: Developing inclusive practice
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Download file to see previous pages Quite unfortunately though, there are very critical factors that militate against the need to have a compulsory and universal education for all. Key among these is what has been identified to be some level of difficulties associated with some students in their pursuit for education. In a very current study, which has prompted the need for this essay, Campbell (2005) found that the perceptions associated with some of these difficulties that students face in their education continue to be major hindrances to them in their bid to pursue education to the highest level. In line with this, the current essay is being written in an attempt to find some of these perspectives and perceptions towards students found with three major difficulties namely behavioural, emotional and social difficulties. In line with the approach to the study to use the critical review of literature, the writer will seek to find ways in which these perspectives create a hindrance to the search for quality education and the interventions that can be used in controlling the prevailing situation. Concept of Behavioural, Emotional and Social Difficulties among Students Behavioural Difficulties In the opinion of Gordon (2003), behaviour is a highly qualitative and relative feature that is measured through the accepted perception of society. As children grow and mature, they are expected to have a very free flowing and well coherent behavioural pattern that is generally accepted by society. However, there are times that children’s behaviour become disruptive and difficult. Depending on the level of the disruption, the child could be said to have a behavioural difficulty. Due to its qualitative and relative nature, Department of Health and Human Services (2000) cautions on what may be a tag for a child as having a behavioural difficulty. On a generalised note however, it is said that specific characteristics including children who act impulsively, react with aggression, defy adult authority, and refuse to follow reasonable directions may be showing signs of behaviour difficulties (Hemmeter, Santos & Ostrosky, 2006). Explaining further, Smith (2006) notes that behavioural difficulties may be distinguished from other forms of difficulties by virtue of the fact that behavioural difficulties are exhibited or exemplified through specific physical actions that children undertake that is based on their reaction to events happening in their immediate environment (Campbell, 2005). A typical example of such ways of expression could be said to be aggression, deviance and violence. These behavioural difficulties are often measured from a psychological perspective and are best diagnosed based on professional findings rather than mere physical assumptions. This is a necessary aspect of behavioural difficulties in children due to how relative behaviour is, as feature of life. Emotional Difficulties The way children respond and react to issues and things that go on within them by way of psychological events is very important in determining how smooth and successful the transformation of their growth and maturity would be. This is because according to Hemmeter, Santos & Ostrosky (2006), such response and reactions constitute an emotional development, which is a very crucial and important component of general development. Professionally, a child’s emotional wellness could be measured by way of diagnosing the level of accommodation that children have for psycho-mental issues ...Download file to see next pagesRead More
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