Graham, Linda J. (2014) (Un)Becoming behaviour. In Cologon, Kathy (Ed.) Inclusive Education in the Early Years : Right from the Start. Oxford University Press (Australia & New Zealand), South Melbourne, VIC.
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This chapter focuses on the role of teachers in supporting children who experience difficulties in early years settings and who engage in disruptive behaviour.
Learning goals associated with this chapter include:
How challenging behaviour develops and what can happen if it remains unaddressed
The ability to analyse student behaviour
How to interpret common behaviours and how to avoid misperceptions
Ways to develop alternative approaches that are respectful of difference
Impact and interest:
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|Item Type:||Book Chapter|
|Keywords:||Inclusion, Attention Deficit Hyperactivity Disorder, Oppositional Defiance Disorder, Theory of Mind/Autism Spectrum Disorders, Early years|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Special Education and Disability (130312)|
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2014 Oxford University Press (Australia & New Zealand)|
|Deposited On:||04 Nov 2014 22:46|
|Last Modified:||05 Nov 2015 10:09|
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