Special kids for special treatment : how special do you have to be to find yourself in a special school? [Book review]

Abstract

The literature on pupil behaviour is enormous and stands testimony to the enduring interest in and concern with this issue. It is not uncommon for authors and researchers in this field to base their work upon assumptions about the meaning of such terms as 'emotional and behavioural difficulties', 'maladjustment', 'disturbed behaviour', etc. that are cast about as if their meanings are self-evident and beyond dispute. This lack of critical thinking has produced a 'fix-it' literature which focuses heavily upon supposed child deficits and mechanisms for remediating those deficits. Helen Phtiaka's book comes as a refreshing alternative view to the banality of so much that has been written on the theme of behaviour. The account she has written is based upon her doctoral thesis and captures the depth of engagement with data that is characteristic of good work at this level. The book concentrates on the experiences of pupils in mainstream and special schools and in this respect it is quite remarkable because so rarely do researchers allow these voices ·to be heard in their work.