ABSTRACT
This chapter looks at how the behaviour for learning conceptual framework can be applied to those individual learners who may experience particular difficulty, delay or difference in developing the relationships that underpin their learning in school contexts. These learners are likely to include, but are not necessarily restricted to, those who are described as having special educational needs (SEN). Within this chapter we look at three different types of need: dyslexia, Asperger syndrome and social, emotional and behavioural difficulties (SEBD). We have selected these because they reflect three of the four categories of need taken from the Code of Practice (DfES 2001). These are Cognition and Learning, Communication and Interaction, and Behavioural, Emotional and Social Development.
