03009nam a2200493Ka 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.0m        d        cr un|||||||||100915s2001    ne      ob    001 0 eng d  a9781849500814 (electronic bk.) :c�69.95 ; � 101.95 ; $129.95  a1849500819 (electronic bk.) :c�69.95 ; � 101.95 ; $129.95  z0762307226 (hbk.)  z9780762307227 (hbk.)  aZJCbengcZJC14aLC1200b.E46 2001 7aJNSL2bicssc 7aJNL2bicssc 7aEDU0260002bisacsh  a37604a371.9/04622200aEmotional and behavioural difficulties in mainstream schoolsh[electronic resource] /cedited by John Visser, Harry Daniels, Ted Cole.3 aEmotional and behavioral difficulties in mainstream schools  aAmsterdam ;aNew York :bJAI,c2001.  a1 online resource (xi, 201 p.)1 aInternational perspectives on inclusive education,x1479-3636 ;vv. 1  aIncludes bibliographical references and index.  aDrawing upon research and practice in a number of countries, the contributors to this volume describe advances in meeting the needs of children and young people with emotional and behavioural difficulties. Following the Salamanca agreement and other international treaties, sovereign states are pursuing, at different rates, a more inclusive educational agenda. There is concern for those pupils who are excluded and in danger of becoming increasingly marginalized in their societies as their engagement in education decreases. Foremost amongst these pupils are those with emotional and behavioural difficulties. The issues surrounding their inclusion in education, particularly mainstream education, are explored, along with the factors that contribute to successful interventions. Contributors from Spain, Norway, Australia, Canada, Finland and the United Kingdom describe ways of meeting their emotional and behavioural needs within education. The authors raise factors, which could contribute towards greater inclusive practice.  aDescription based on print version record. 0aMainstreaming in education. 0aBehavior disorders in children. 0aClassroom management. 7aTeaching of students with emotional & behavioural difficulties.2bicssc 7aSchools.2bicssc 7aEducationxSpecial EducationxGeneral.2bisacsh1 aVisser, John,d1946-1 aDaniels, Harry.1 aCole, Ted.08iPrint version:tEmotional and behavioural difficulties in mainstream schools.dAmsterdam ; New York : JAI, 2001z0762307226w(DLC)  2001029468w(OCoLC)46507404 0aInternational perspectives on inclusive education ;vv. 1.40uhttp://www.emeraldinsight.com/1479-3636/1  1SSbacklist  c222969d222969