Tools
Tools
Bodfield, K and Culshaw, A (2024) The place for diagnosis in the UK education system? Emotional and Behavioural Difficulties. ISSN 1363-2752
|
Text
The place for diagnosis in the UK education system .pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (728kB) | Preview |
Abstract
Currently, the number of students in the UK with diagnoses of mental health or psychiatric conditions is rising, as are the number of students categorised as having a special educational need or disability (SEND). To support these students’ objective evidence of deficit or difficulty is required, this usually takes the form of a legitimising diagnosis. However, in the case of mental health conditions, social, emotional and behavioural problems or even in some neurodevelopmental disorders, diagnosis is less useful as there are fundamental problems with the classification and understanding of mental health conditions. Despite this, the prevalence and importance of diagnosis remains in supporting students in education and those who are categorised as SEND. Therefore, this paper seeks to discuss the place that diagnosis has in education and the alternative models that exist in an effort to understand potential other avenues of supporting students and the benefits and limitations of these.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | 1303 Specialist Studies in Education; 1607 Social Work; 1702 Cognitive Sciences; Education |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LC Special aspects of education |
| Divisions: | Education |
| Publisher: | Taylor & Francis |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 05 Mar 2024 14:38 |
| Last Modified: | 05 Mar 2024 14:45 |
| DOI or ID number: | 10.1080/13632752.2024.2316398 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/22739 |
 |
View Item |