ABSTRACT
Earlier, in Chapter 2, our description of educational responses to emotional and behavioural difficulties considered a variety of different approaches and concluded with the view that successful schools and units should be open to the process of institutional change. In this part of the book, we use two case studies as illustrative examples of the development and application of school policies for meeting the special needs of pupils with emotional and behavioural difficulties. One study looks at the role of the special school and reflects on the value of special schools or units, and the opportunities which they can provide for taking account of pupils’ perceptions of themselves and their situations and responding to them in ways not easily available in other educational settings. The second study shows what can be achieved by a mainstream school in developing a whole school policy for dealing with behaviour problems. Each study highlights the importance of consultation and evaluation procedures. Our final chapter draws together advice on how schools can systematically make use of a wide range of possible solutions to emotional and behavioural difficulties, as an integral part of school development planning.
