Inclusion for the difficult to include

J Visser, T Cole, H Daniels

Research output: Contribution to journalArticlepeer-review

144 Citations (SciVal)


n this article, John Visser and colleagues report findings from their DfEE funded study of mainstream schools’ practice in relation to pupils with emotional and behavioural difficulties (EBD). The article outlines some key features of schools which cater successfully for the needs of many pupils with EBD. This suggests that schools which foster a culture of caring, sharing and learning, as defined later in the article, are more effective in achieving inclusion for those pupils who are regarded as the most difficult to include. The full report on which this article is based (Daniels, Visser, Cole and de Reybekill, 1998) is available, as Research Report RR90, from the DfES.
Original languageEnglish
Pages (from-to)23-27
Number of pages5
JournalSupport for Learning
Issue number1
Publication statusPublished - Feb 2002


Dive into the research topics of 'Inclusion for the difficult to include'. Together they form a unique fingerprint.

Cite this