Ensuring inclusive outcomes for young people with disability within School-wide Positive Behaviour Support

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


Access to inclusive education is a human right for all children (United Nations
Committee on the Rights of Persons with Disabilities, 2016), the provision of
which is a legal and professional responsibility for educators and a matter of policy across jurisdictions (Australian Institute for Teaching and School
Leadership, 2018; Commonwealth of Australia, 2020). Yet recent inquiries
suggest that many Australian children with disability experience educational
exclusion and over-representation in exposure to restrictive practices (e.g.,
Royal Commission into Violence, Abuse, Neglect and Exploitation of People
with Disability, 2020). For some children with disability, behaviours of concern become a barrier to educational inclusion, particularly when schools
are ill-equipped to provide tailored promotion, prevention, and intervention
within a supportive environment (Kurth & Enyart 2016). In the absence of
academic and social and behavioural supports responsive to learner diversity, young people with disability face continued exclusionary practices and
remain at heightened risk for a range of diminished life outcomes.
Original languageEnglish
Title of host publicationSchool-Wide Positive Behaviour Support
Subtitle of host publicationThe Australian Handbook
EditorsKatrina Barker, Shiralee Poed, Phillip Whitefield
Place of PublicationNew York
PublisherRoutledge, Taylor and Francis
Number of pages23
ISBN (Electronic)9781003186236
ISBN (Print)9781032030128, 9781032030111
Publication statusPublished - 2023


  • Schoolwide Positive Behaviour Support
  • Positive Behaviour Support
  • inclusive education


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