Many children growing up in Western countries cannot become healthy, self-sustaining adults without immediate attention and, in many cases, without specialised support. Depending on the severity and perseverance of the difficulty, a high percentage of children require this attention and support. Over the past twenty years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually increased. As the percentage of students served in settings with non-disabled students rises, the number of special education, regular education teachers and school psychologists prepared to provide inclusive services must also increase. Teachers should be well-trained in order to be able to acknowledge the unique characteristics of their students. This book examines various behavioural disorders in children, as well as the need for adequately trained teachers in order to implement successful educational programs designed for these children.