Identifying and Removing Ableism from Tier 1 School-Wide Positive Behaviour Support Practices

Autor/inn/en	Poed, Shiralee; Fox, Russell A.
Titel	Identifying and Removing Ableism from Tier 1 School-Wide Positive Behaviour Support Practices
Quelle	In: International Journal of Developmental Disabilities, 69 (2023) 1, S.83-94 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Poed, Shiralee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2022.2111969
Schlagwörter	Foreign Countries; Attitudes toward Disabilities; Positive Behavior Supports; Students with Disabilities; Behavior Problems; Disproportionate Representation; Discipline; Student Behavior; Elementary Secondary Education; Values; Language Skills; Receptive Language; Self Control; Inhibition; Self Management; Goal Orientation; Australia + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Disziplin; Student behaviour; Schülerverhalten; Wertbegriff; Language skill; Sprachkompetenz; Rezeptive Kommunikationsfähigkeit; Selbstbeherrschung; Hemmung; Selbstmanagement; Zielorientierung; Zielvorstellung; Australien
Abstract	Across Australia, almost one third of schools have been trained to implement school-wide positive behaviour support (SWPBS). As part of a Tier 1 approach, students are expected to demonstrate expected behaviours. By defining these behaviours in conjunction with students and families, and explicitly teaching these to students, schools implementing SWPBS can create climates where students can thrive both academically and behaviourally. However, many students with disability continue to be over-represented in discipline data in all schools, including those implementing SWPBS. We argue this is because defining the behaviours we want to see and celebrate is only part of the solution. Implementation is destined to fail if we do not, in tandem, address the conditions we created that act as barriers for students with disability. Further, through an analysis of Australian SWPBS matrices, we show that structural ableism exists in the way some expected behaviours are framed by requiring a greater response effort from students with disability if they are to meet the standard expected. We offer suggestions for schools to both recognise and remove ableism from Tier 1 SWPBS practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01