o the problem.
             The importance of the biological model in current schooling is reflected in the fact that students have to be diagnosed with an inherent disability (labelling) before they can gain access to special education (Newcomer, 1993, p.38). There is evidence that labelled and non-labelled children are perceived and thus treated differently. Labelling may lead to poor self-concept, and may also maintain or even worsen the problem behaviours when students conform to these expectations of them (Rosenberg et al, 2004, p.23).
             Biological variables do contribute to behavioural disorders, however events in the environment also play their role and should not be dismissed. Some disorders, though not caused by environmental events, do improve with interventions that derive from the environmental models. The responsibility for teaching students with emotional and behavioural disorders does not end with the prescription of a medical intervention (Rosenberg et al, 2004, p.12), rather, a holistic approach is the most likely way to manage the problem with su
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