Paliokosta, Paty and Proyer, Michelle (2015) 'Behavioural, Emotional and Social Difficulties' im kontext inklusiver bildung in England - eine komplexe kategorie im wandel ['Behavioural, Emotional and Social Difficulties' in the context of inclusive education in England - a complex category in transition]. In: Biewer, Gottfried , Bohm, Eva Theresa and Schutz, Sandra, (eds.) Inklusive pädagogik in der sekundarstufe [Inclusive education in secondary schools]. Stuttgart, Germany : Kohlhammer. pp. 39-56. ISBN 9783170297272

Abstract

This chapter aims to elaborate on the way political and ideological changes impact on the development and interpretation of policies and discourses in the context of special educational needs in England. More specifically it looks at how policies affect the ways children’s needs are addressed, especially in their transition to secondary school. The chapter focuses on issues relating to emotional and behavioural difficulties and the way inclusive provision operates for them. In this context, policy and practice will be explored in relation to changes in a special educational needs category; a recent shift in the English Special Educational Needs (SEN) policy from Behavioural, Emotional and Social Difficulties (BESD) to Social Emotional and Mental Health Difficulties (SEMHD).

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