Including children and young people with SEBD/SEMH is a demanding and difficult endeavour as it is contingent on a complex web of structural, practical and ideological factors. Critically evaluate the possibilities and challenges of including this group of children/ young people in a professional setting (e.g early years, mainstream classroom, secondary schools, youth settings). Discuss with reference to theory/research and policy.

The Supreme Court of Canada promotes an intersectional analysis of issues of discrimination and marginalisation of certain groups of students/young people, in particular students/young people designated as having SEBD (Cassidy and Jackson 2005). Similarly, a significant number of court cases in the United States have addressed ‘questions about whether certain groups of children (behaviourally disordered … learning disabled) are being appropriately identified’ (Rothstein and Johnson 2010:90). How do you understand these considerations within the context of behaviour management in view of sociological and intersectional theorizations of special educational needs/disabilities and SEBD? What are the implications of these understanding for behaviour management policies and professional practice?

Present and critically contrast and compare the main approaches to behaviour management (e.g behavioural, cognitive, psychodynamic, systemic) and discuss examples of their implementation in professional contexts (e.g schools, youth centres).