ABSTRACT
This book attempts to show that children who are perceived to be disruptive in their primary or secondary schools need not be excluded into a form of special provision. Neither special schools, nor the variously named disruptive units, have shown that they can make a significant improvement to the behaviour of such children once they are returned to mainstream school. However, we suggest that outbreaks of classroom disruption in primary and secondary schools can be reduced without excluding particular children. This assertion is based largely on our work in, and evaluation of, an urban support team. The team is called the ILEA Division 5 Schools Support Unit, and its method of working is described in Chapter 2. Both authors played a significant part in the development of this team. They also set up a long-term evaluation of its work. This evaluation is reported in Chapter 3.
