International perspectives in EBD: critical issues

Abstract

The field of emotional and behavioural difficulties (EBD) is challenging and controversial. When we try to make sense of the field in an international perspective, it becomes almost puzzling. Cross-national developmental, economical, educational, political and scientific conditions underlie conceptualizations of EBD as well as estimated prevalence levels, evaluation/diagnosis and intervention. Moreover, as Winzer mentions in the last edition of this Handbook, ‘…comparative study in special education is not an active domain of study‘ (2005: 22). Fortunately, in the last decade the Organization for Economic Co-operation and Development (OECD, an organization that produced a large number of studies over a significant number of countries e.g. OECD, 2005, 2008, 2009, 2010) providing researchers, practitioners and politicians invaluable cross-national information about EBD categories or their corresponding labels (whenever they exist). Still, an in-depth understanding of this complex information must take into account a number of critical issues that underlie scientific and political decisions about EBD conditions (how many conditions, which conditions, etc.). The developmental level of the country, the role of culture, compulsory schooling and school inclusion are some of these important issues that must be taken into account.