1.

Record Nr.

UNINA9910783012403321

Autore

Thacker John

Titolo

Educating children with emotional and behavioural difficulties : inclusive practice in mainstream schools / / John Thacker, Dave Strudwick and Elly Babbedge

Pubbl/distr/stampa

London ; ; New York : , : RoutledgeFalmer, , 2002

ISBN

1-134-58138-6

1-134-58139-4

1-283-88309-0

1-280-11452-5

0-203-99439-6

Descrizione fisica

1 online resource (167 p.)

Collana

School concerns series Educating children with emotional and behavioural difficulties

Altri autori (Persone)

StrudwickDave <1966->

BabbedgeElly <1952->

Disciplina

371.2

371.93

Soggetti

Behavior modification

Inclusive education

Mainstreaming in education

Problem children

Problem children - Education - Great Britain

Behavior modification - Great Britain

Education

Social Sciences

Education, Special Topics

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Note generali

Description based upon print version of record.

Nota di bibliografia

Includes bibliographical references (pages [147]-150) and index.

Nota di contenuto

Educating Children with Emotional and Behavioural Difficulties Inclusive practice in mainstream schools; Copyright; Contents; Preface: Series Introduction; List of abbreviations; Introduction; Chapter 1 Educational approaches to children with EBD; Chapter 2 The resilient teacher; Chapter 3 Creating an inclusive classroom; Chapter 4 A supportive school is a resilient school; Chapter 5 Home-school relations; Chapter



6 Fine-tuning to support an individual's needs; Bibliography; Index

Sommario/riassunto

Educating Children with Emotional and Behavioural Difficulties shows that it is possible for schools to provide inclusive education for children with social and emotional difficulties without jeopardising the well-being and progression of the children or compromising the academic standing of the school. Using a case-study approach, the importance of school leadership, organisational culture and classroom strategies for working with troubled individuals and their families is also emphasised. The authors also draw attention to the fact that teachers need to recognise and take account of