ABSTRACT
As we have discussed in previous chapters, student behaviour in schools does not occur in a vacuum. Students ‘behave’ within classrooms that are structured within the organisation and practices of schools, families and society at large. Within the school the learning contexts, including pedagogical approaches, clearly have a significant effect on the behaviour of individual students. Daniels et al. (1998) and Visser et al. (2002), for example, have found that in schools that successfully include students with behavioural difficulties, the emphasis is on teaching and learning rather than on responding to perceived deficits of the child.
