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Dealing with challenging behaviour - Coggle Diagram

- - - - Supports of full inclusion argue that by excluding students with disabilities from general education we are depriving them from both academic and social opportunities found in mainstream schools. Asserting that separation results in a disintegrated, unproductive, and costly education for children with special needs
        
        Reddy, L., 2000. Inclusion of Disabled Children and School Reform
      - While opponents have suggested that full inclusion does not work, citing a harmful effect on the opportunity for learners to learn, wasting extraordinary precious learning time
        
        Imray, P. and Colley, A., 2017. Inclusion is dead. London
  - - - de Boer, A., Pijl, S. and Minnaert, A., 2011. Regular primary schoolteachers’ attitudes towards inclusive education
        Avramidis, E., Bayliss, P. and Burden, R., 2000. A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority.
    - - Gidlund, U., 2017. Why teachers find it difficult to include students with EBD in mainstream classes.
    - - lack skills to support these students
        
        development of substantial knowledge, expertise, and experience in the implementation of intervention procedures specifically known to be effective at addressing the needs of students with EBD.
- - - - intrinsic motivation
- - - - Hierarchy of needs