The biopsychosocial model and what it means for understanding inclusion in education

Abstract

I am very pleased to write this short appreciation of some of Paul’s distinctive and original contribution to the field of social, emotional and behavioural difficulties and their significance for the special needs and inclusive education. I have read his writing and had the opportunity to collaborate with him on an ESRC funded project on ADHD with Pam Maras about twenty years ago and since then followed his developing ideas with much interest. I am going to focus in this piece on his ideas about the biopsychosocial model and how he developed and used this perspective in unique ways to expand our thinking about inclusion and inclusive education.