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

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

Abstract


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
Chapter8
Pages147-169
Number of pages23
Edition1st
ISBN (Electronic)9781003186236
ISBN (Print)9781032030128, 9781032030111
Publication statusPublished - 2023

Keywords

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

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