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Behavioural Problems and Learners in Manchester Primary Schools - Assignment Example

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In the paper “Behavioural Problems and Learners in Manchester Primary Schools,” the author focuses on the problem of disruptive behavior and its negative effect on learning. It is well known that behavior management is high on the UK education policy…
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Behavioural Problems and Learners in Manchester Primary Schools
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Download file to see previous pages Chaplain argues that emotional and behavioral difficulties (EBD) are wide-ranging, at one level they even can be classified as a special educational need (162). But it is important to understand that pupil showing behavioral difficulties may be very different with different teachers, and it is seldom the case when they exhibit behavioral difficulties with all teachers. That’s why the UK government policies tend to encourage school principals and stuff to include as many pupils as possible within mainstream schools, nesting specialist approaches in school policies for those children who might be considered to have EBD.
The term “emotional and behavioral difficulties” has a long and complicated history, as well as it is a broad label covering a whole range of specific difficulties. Modern understanding of EBD was proposed for the first time in 1992 by the National Mental Health and Special Education Coalition as follows:
“(i) The term emotional or behavioral disorder means a disability characterized by behavioral or emotional responses in school programs so different from appropriate age, cultural, or ethnic norm that the responses adversely affect educational performance; including academic, social, vocational, and personal skills. Such a disability: (A) is more than a temporary, expected response to stressful events in the environment; (B) is consistently exhibited in two different settings, at least one of which is school-related; and (C) is unresponsive to direct intervention in general education; or the child’s condition is such that general education interventions would be insufficient.
(ii) Emotional and behavioral disorders can co-exist with other disabilities.
(iii) This category may include children or youth with schizophrenic disorders, affective disorders, anxiety disorders, or other sustained disorders of conduct or adjustment where they adversely affect educational performance in accordance with section (i) ” (Kavale, Forness and Mostert 48).
In 1994 EBD was defined in the governmental “Pupils with Problems” document (Circular 9/94), where the Code of Practice for the identification and assessment of special educational needs was also provided. ...Download file to see next pagesRead More
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