ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book describes the increasing number of children in need of extra attention for emotional, behavioural and related learning problems and the support that is owed to their teachers. It introduces teachers to the potential of special needs related school-based staff development work which many schools already find not only valuable for meeting the needs of their most 'difficult-to-teach-pupils' but also enhancing the quality of teaching and learning in the classroom and school as a whole. The book looks at the possibilities, principles and practicalities of initiating staff development groups by those who might be encouraged to do so. It examines the divide which exists between teachers and those with additional psychological expertise, both inside and outside schools. The book discusses the framework of staff consultation in relation to the different theoretical bases and practices employed by the various experts in the field.
