Is Recent Policy and Practice Failing the Needs of Besd Children

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s recent policy and practice failing the needs of BESD childrenIs Recent Policy And Practice Failing The Needs Of Behavioural, Emotional And Social Difficulties (BESD) Students, Therefore Putting Them At Risk Of Social Exclusion? The Special Educational needs agenda in the United Kingdom has made great leaps in the past century. Children experiencing difficulties are no longer seen as imbeciles who are uneducable to individuals who have the same rights to an education as all children, although they may need additional time and resources to be able to achieve this. These children are no longer locked away in special schools or institutions, but are educated alongside their peers wherever possible. However there does seem to be some forgotten children. Those children with BESD (behavioural, emotional and social difficulties). Is the Special needs system giving them the same rights as other children or are we allowing them to be placed away from others where they can be controlled and prevented from disrupting others? The aims of this paper is to examine recent policy and provide an in-depth evaluation on the range of practices for children with behavioural, emotional and social difficulties I aim to show that although Special Educational Needs has moved towards looking at social factors and ensuring that children achieve worthwhile life experiences, theories and diagnosis for BESD children are still firmly rooted in the medical model, where a child has a condition that needs to be cured. Finally I aim to show that segregating these children only compounds the belief that their affliction is unacceptable and prevents them from gaining the social awareness necessary for them to achieve true social inclusion. BESD is an umbrella term used to describe a range of complex and chronic difficulties experienced by many children and young people. As many as 150,000
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