ABSTRACT
This chapter sets the book in the context of the ‘New Directions in Special Educational Needs’ series of which it forms a part. It outlines the contents of the book and describes the proposed readers. I then attempt to define behavioural, emotional and social difficulties (BESD) and describe pupils considered to have BESD. This is done with reference to the Special Educational Needs Code of Practice (DfES, 2001a); the guidance, Data Collection by Type of Special Educational Needs (DfES, 2003); the legal definition of special educational needs (SEN); and a consideration of the ‘separate’ implications of behaviour, emotional state and development, and social skills. I also describe so-called ‘challenging behaviours’, and subsequently touch on the sort of provision from which pupils with BESD appear to benefit.
