Too often, the primary focus of education authorities is behavioural control and an over-reliance on reward and punishment paradigms.
This approach overlooks the fact that behaviour is a form of communication. For children who have complex needs, behaviour is often a primary form of communication.
Over-reliance on reward and punishment paradigms results in the child having the experience that they are not being heard and that nobody cares about them. This increases the likelihood of maladaptive behaviours, low self-esteem and unhelpful attitudes towards others.
Over-reliance on reward and punishment paradigms neglects the central role of relationships in influencing personal development and behaviour.
I was pleased to discover that education authorities in the UK recognise the importance of attachment in educating children with complex needs (see here). I appreciated the citation and the fact that my own work concerning attachment and children with complex care needs is recognised as a worthwhile resource for educators in the UK, alongside the work of the founding father of Attachment Theory, John Bowlby.