It is the aim of the following study to call attention to the question of the
extent to which categories and discourses surrounding the classification
and categorization of children with special needs, particularly the category
‘emotional and behavioural disorders’, reflect the significance, influence and
presence of wider socio-political and socio-economic conditions. Although
designations change with time, it seems that even existing classifications
and designations have not been subjected to contextualization or reflection,
expressing rather the remnants of past discourses (e. g. medical) and reflecting
the inertia of institution and paradigms in safeguarding their range of
authority regardless of the social climate. This opens up the possibility that
the children, juveniles and their parents, in particular those who belong to
disadvantaged social groups, fail to receive comprehensive support, help or
treatment, which would adequately respond to the problems they are faced
with, instead of only partially. In addition, these underprivileged subjects
are in danger of being objectivised, pathologized or perceived through
the current lens of individual responsibility, rather than being treated in
accordance with contemporary doctrines urging inclusion into the systems
of education and social care, thereby gaining a voice and more power and
opportunity to actively participate in discussions about their needs and
finding consensual solutions to common challenges of today. In light of this,
the study seeks to provide such a reflection and to encourage reflection in
the professional community, the political arena and the general public, as
well as to propose viable paradigms aimed at replacing the shortcomings
and focus on individual responsibility with a focus on empowerment and
concepts based on relations.
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