ABSTRACT
This chapter is concerned with individual pupils who exhibit significant behaviour problems and who do not respond as intended to the day-to-day behaviour management strategies used in the classroom. The rationale for referring to both individual differences and special educational needs (SEN) is to encompass all those whose behaviour gives considerable cause for concern. The chapter considers when and why an individual's behavioural differences and delays meet the criteria for classification as SEN. Although many teachers do not have direct or sole responsibility for the assessment and identification of SEN, most work collaboratively with their Special Educational Needs Coordinator (SENCO) by supplying information about rates of progress, interactions with other pupils and response to provision. The B4L approach is based on the view that an individual pupil's behaviour can best be understood by considering how that pupil is responding cognitively, socially and emotionally to the group setting of the classroom environment.
