ABSTRACT
This chapter argues for a more critical reception for the colonizing dogma of behaviour science which contributes to current epidemics such as Attention Deficit Disorder Syndrome. It attempts to expose professional interest 'normalizing' the student body and raise the possibility of alternative strategies conducive to an inclusive discipline. Changes in conceptualizing and responding to classroom disruption stem in large measure from the capture of educational theory in general by particular trends within the disciplines of behavioural and developmental psychology. Critical re-examination of the development of special educational discourse assists in deconstructing psychological theories of student behaviour. Attempts have been made to apply cartographic precision to student behaviour problems in schools. The chapter shows the progress of the deployment of control in schools from its more conspicuous forms such as corporal punishments, exclusion and suspension to the development of a knowledge of normal behaviour hosted by educational psychology.
