Behavioural and emotional problems in the classroom of children and adolescents with intellectual disability

Abstract

The level of behaviour problems in children with intellectual disability was compared in “segregated” and “integrated” educational settings in New South Wales, Australia. It was found that there is a significantly increased level in the former. We suggest that schools, especially segregated ones, may benefit from specialised support in addressing the behavioural and emotional problems of their students with intellectual disability.

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