chapter  3
14 Pages

Access to print literacy for children and young people with visual impairment: findings from a review of literature

ByGraeme Douglas, Mike McLinden, Steve McCall, Sue Pavey, Jean Ware, Ann Marie Farrell

This chapter shows the robust evidence with appropriate support, teachers can make a positive contribution to dealing effectively with the challenges of social, emotional and behavioural difficulties (SEBD). The skills and qualities associated with effective teaching contribute to the development of students' social and emotional competencies and are thus both educational in the curricular sense as well as being protective against the development of SEBD. The benefits of improved levels of social and emotional competence will not only enhance the quality of educational engagement for school students and improve the social ambience of classrooms and schools, but will also have a positive resonance beyond schools in the wider society both now and in the future. The psychological underpinnings of many therapeutically based approaches are highly compatible with a pedagogical approach, being in themselves based on theories of teaching and learning. The chapter argues the available evidence on effective interventions for SEBD has important implications for teachers and policy makers.