Garner, P., Kauffman, J. and Elliott, J. (2014) Introduction: Themes and dimensions of EBD: a conceptual overview. In: Garner, P., Kauffman, J. and Elliott, J. (eds.) The Sage Handbook of Emotional and Behavioural Difficulties. London: Sage. pp. 1-5.
| Item Type: | Book Section |
|---|---|
| Abstract: | This book chapter defines the critical themes and dimensions in the educational provision for children/young people with emotional and behavioural difficulties. It provides the reader with a summary overview of the contexts and content of 36 original chapters addressing these issues. |
| Uncontrolled Keywords: | emotional and behavioural difficulties, disruptive behaviour, aggression and violence, interventions |
| Subjects: | L Education > LC Special aspects of Education > LC3950 Exceptional children and youth. Special education > LC4801 Emotional and behavioral disorders |
| Creators: | Garner, Philip, Kauffman, James and Elliott, Julian |
| Editors: | Garner, Philip, Kauffman, James and Elliott, Julian |
| Publisher: | Sage |
| Northamptonshire and East Midlands: | Education, Training and Skills |
| Faculties, Divisions and Institutes: |
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research Research Centres > Centre for Education and Research |
| Date: | 1 January 2014 |
| Date Type: | Publication |
| Page Range: | pp. 1-5 |
| Title of Book: | The Sage Handbook of Emotional and Behavioural Difficulties |
| Place of Publication: | London |
| Number of Pages: | 526 |
| Language: | English |
| ISBN: | 9781446247228 |
| Status: | Published / Disseminated |
| Refereed: | Yes |
| References: | Anastasiou, D., & Kauffman, J. M. (2011). A social constructionist approach to disability: Implications for special education. Exceptional Children, 77, 367–84. Anastasiou, D., & Keller, C. (2011). International differences in provision for exceptional learners. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 773–87). New York, NY: Routledge. Cronis, T., & Ellis, D. (2000). Issues facing special educators in the new millennium. Education, 120(4), 639–48. Garner, P. (1993). What disruptive students say about the school curriculum and the way it is taught. Therapeutic Care and Education, 2, 404–15. Garner, P. (1995). Schools by scoundrels: The views of ‘disruptive’ pupils in mainstream schools in England and the United States. In M. Lloyd-Smith & J. D. Davies (Eds.), On the margins: The educational experience of ‘problem’ pupils (pp. ???–???). Stoke-on-Trent, UK: Trentham. Habel, J., Bloom, L. A., Ray, M. S., & Bacon, E. (1999). Consumer reports: What students with behavior disorders say about school. Remedial and Special Education, 20, 93–105. Jamison, K. R. (1995). An unquiet mind. New York, NY: Alfred A. Knopf. Kauffman, J. M. (2011). Toward a science of education: The battle between rogue and real science. Verona, WI: Attainment. Kauffman, J. M., & Bantz, J. (in press). Instruction, not inclusion, should be the central issue in special education. Journal of International Special Needs Education. Kauffman, J. M., Bruce, A., & Lloyd, J. W. (2012). Response to intervention (RtI) and students with EBD. In J. P. Bakken, F. E. Obiakor, & A. Rotatori (Eds.), Advances in special education, Vol. 23 – behavioral disorders: Current perspectives and issues (pp. 107–27). Bingley, UK: Emerald. Kauffman, J. M., & Landrum, T. J. (2013). Characteristics of emotional and behavioral disorders of children and youth (10th ed.). Upper Saddle River, NJ: Pearson. Martin Jr., E. W., (2012). Breakthrough: Federal special education legislation 1965–1981. Sarasota, FL: Bardolf. Sasso, G. M. (2001). The retreat from inquiry and knowledge in special education. The Journal of Special Education, 34, 178–93. Sasso, G. M. (2007). Science and reason in special education: The legacy of Derrida and Foucault. In J. B. Crockett, M. M., Gerber, & T. J., & Landrum (Eds.), Achieving the radical reform of special education: Essays in honor of James M. Kauffman (pp. 143–67). Mahwah, NJ: Lawrence Erlbaum Associates. Warnock, M. (2005). Special educational needs: A new look. Impact No. 11. London: Philosophy of Education Society of Great Britain. Wiley, A. L. (in press). Place values: What moral psychology can tell us about the full inclusion debate in special education. In B. Bateman, M. Tankersley, & J. Lloyd (Eds.), Understanding special education issues: Who, where, what, when, how and why (pp. ??–??). New York, NY: Routledge. Zigmond, N., & Kloo, A. (2012). General and special education are (and should be) different. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 160–72). New York, NY: Routledge. Zigmond, N., Kloo, A., & Volonino, V. (2009). What, where, and how? Special education in the climate of full inclusion. Exceptionality, 17, 189–204. |
| URI: | http://nectar.northampton.ac.uk/id/eprint/6736 |
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