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2014•Unpublished venueRequires access

Curriculum, Inclusion and EBD

Philip Garner

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Abstract

This chapter examines aspects of curriculum provision for children and young people who experience emotional and behavioural difficulties. After considering a definition of 'curriculum' the chapter moves on to consider aspects of content and pedagogy. In so doing it seeks to problematize given understandings and provision, calling for attention to be given to training and professional development in this aspect of school provision.

About this research paper

What this paper is about

This chapter examines aspects of curriculum provision for children and young people who experience emotional and behavioural difficulties. After considering a definition of 'curriculum' the chapter moves on to consider aspects of content and pedagogy. In so doing it seeks to problematize given understandings and provision, calling for attention to be given to training and professional development in this aspect of school provision.

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Available abstract

This chapter examines aspects of curriculum provision for children and young people who experience emotional and behavioural difficulties. After considering a definition of 'curriculum' the chapter moves on to consider aspects of content and pedagogy. In so doing it seeks to problematize given understandings and provision, calling for attention to be given to training and professional development in this aspect of school provision.

Key concepts: Curriculum, Inclusion (mineral), Pedagogy, Psychology, Sociology, Emotional and behavioral disorders, Mathematics education, Political science

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