ABSTRACT
Conceptualising approaches to ensure that all students are included in schools depends on ways of understanding human behaviour and learning, particularly of those children experiencing emotional and/or behavioural difficulties. In schools teachers are surrounded by different kinds of explanations for student behaviour (Watkins and Wagner, 2000). It is important to consider this carefully because some ways of explaining behaviour are much more productive than others in designing effective ways to address issues of behaviour and to raise overall levels of achievement in a school.
