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Inclusion for the difficult to include
Author(s) -
Visser John,
Cole Ted,
Daniels Harry
Publication year - 2002
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.00228
Subject(s) - mainstream , inclusion (mineral) , relation (database) , psychology , key (lock) , pedagogy , medical education , mathematics education , social psychology , computer science , medicine , political science , computer security , database , law
In this article, John Visser and colleagues report findings from their DfEE funded study of mainstream schools’ practice in relation to pupils with emotional and behavioural difficulties (EBD). The article outlines some key features of schools which cater successfully for the needs of many pupils with EBD. This suggests that schools which foster a culture of caring, sharing and learning, as defined later in the article, are more effective in achieving inclusion for those pupils who are regarded as the most difficult to include. The full report on which this article is based (Daniels, Visser, Cole and de Reybekill, 1998) is available, as Research Report RR90, from the DfES.