ABSTRACT
The concept of productive uncertainty has wide application to teaching in a range of situations mainstream and special schools, normal children, children with emotional and behavioural problems, children with problems learning or paying attention. The life-skills interventions developed included managing money, dealing more effectively with time management, managing public transport and aiding self-monitoring of medication administration. Thinking about the issues related to how teachers should make use of theoretical and expert knowledge in working with children with special education needs (SEN) through the lens of productive uncertainty will lead to some recommendations for teachers and policy-makers. The chapter builds the empirical study which concerns an investigation of the ways in which five teachers experience and deal with uncertainty when working with children with autism. It makes recommendations about policy and practice in relation to teacher practice and teacher education, as well as to the caring professions more broadly based on the development of the idea of productive uncertainty.
