What is it about?
This paper shows how special education teachers from 3 different schools adapted their school's SWPBIS Tier I lesson plans with additional visual supports and best practices to reduce problem behavior of 3 students with severe disabilities in general education settings.
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Why is it important?
Although schools have struggled to include students with severe disabilities in their implementation of SWPBIS, this study provides an example of how universal design for learning (UDL) and best practices can be incorporated in lessons to promote positive behavior for students with severe disabilities in general education settings.
Perspectives
I hope this article inspires the field of Positive Behavior Supports to intentionally consider and include individuals with severe disabilities when designing systems of support within schools and communities.
Sheldon Loman
Portland State University
Read the Original
This page is a summary of: Promoting the Accessibility of SWPBIS for Students With Severe Disabilities, Journal of Positive Behavior Interventions, October 2017, SAGE Publications,
DOI: 10.1177/1098300717733976.
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