ABSTRACT
When I was invited to contribute this chapter, I leapt at the chance to examine the links between emotional and behavioural difficulties (EBD) and autodidactism. Subconsciously, perhaps, I hoped to demonstrate that many of the children and young people, whom we label as having EBD, or sometimes ungrammatically as being EBD, are misunderstood autodidacts. Apart from some anecdotal evidence, there is as yet no body of research to support this degree of relationship. However, there are some clear connections between pupils ‘with’ EBD and those who relish teaching themselves, not least in the ways in which they are perceived by others and in terms of the learning conditions in which they are most likely to thrive. I will explore this common ground through reflection on inclusive education.
