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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