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An analysis of individual types of special educational needs reveals an understanding of how a commitment to inclusive practice can present challenges in mainstream settings.  ADHD is characterised by a range of learning disorders, shortness of attention span and hyperactivity. However, there are a number of external influences that could impact on a normal child’s emotional status and behaviour which may result in them displaying behaviours with ADHD. According to the journalist Garner (2008:1) an independent Royal Commission is being called by teachers to examine why a number of children in Britain seem to be so unhappy. One theory proffers that family breakdown and social dysfunction are detrimental to the educational attainment of children and the performance of schools and colleges. Moreover, more and more pupils are resorting to suicide because of academic, social and peer pressure and the Government’s obsession with standards, performance targets and testing.


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