Educational needs of pupils with emotional and behavioural disorders

Abstract

Educational results of pupils with emotional and behavioural disorders are considerably lower compared to general population and pupils with other developmental disabilities. Although the findings of numerous researches show that this category of pupils has manifold and complex educational needs, they rarely receive adequate additional support. The paper presents the current state of education of pupils with emotional and behavioural disorders. The first part discusses legal regulations related to the pupils who need additional support in the context of modern classification systems. The second part contains a review of the researches of specific characteristics of this category which may negatively affect the pupils' educational outcomes. The third part presents empirical data about the course and outcomes of education of pupils with emotional and behavioural disorders. The conclusion is that legislation changes and provision of adequate additional support are key preconditions for advancing availability and educational outcomes of pupils with emotional and behavioural disorders.

Rezultati obrazovanja i vaspitanja učenika s emocionalnim i bihejvioralnim poremećajima znatno su slabiji u odnosu na opštu populaciju i učenike s drugim smetnjama u razvoju. Mada nalazi brojnih istraživanja pokazuju da ova kategorija učenika ima višestruke i kompleksne obrazovne potrebe, oni retko dobiju adekvatnu dodatnu podršku. U ovom radu prikazano je aktuelno stanje u obrazovanju i vaspitanju učenika s emocionalnim i bihejvioralnim poremećajima. Prvi deo rada posvećen je razmatranju postojećeg zakonskog određenja učenika kojima je potrebna dodatna podrška u kontekstu savremenih klasifikacionih sistema. Drugi deo rada sadrži pregled istraživanja o specifičnim karakteristikama ove kategorije koje mogu negativno uticati na ishode obrazovanja i vaspitanja. U trećem delu prikazani su empirijski podaci o toku i ishodima školovanja učenika s emocionalnim i bihejvioralnim poremećajima. Zaključak je da su izmene zakona i obezbeđivanje adekvatne dodatne podrške ključni preduslovi za unapređivanje dostupnosti i ishoda obrazovanja i vaspitanja za učenike s emocionalnim i bihejvioralnim poremećajima. Ključne reči: emocionalni i bihejvioralni poremećaji, zakonodavstvo, obrazovne.