ABSTRACT
This chapter shows that some of the most shifts in thinking and policy in this important dimension of teachers' initial teacher education programme. It provides the most advice from the Department for Education in England, providing practical, hands-on information to teachers. There has been a noticeable move away from reactive approaches to dealing with unwanted behaviour over the last 20 or more years. The chapter outlines the policy context in England. If teachers are learning to teach outside England, ask their tutors about policy in their context. There has been an increasing emphasis upon the inclusion of a greater diversity of pupils in mainstream schools in the last 20 years. The underpinning ideology of educational inclusion is that the educational needs of all pupils in schools should be met, irrespective of their level of achievement or the nature of their behavior.
