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Involvement and Participation of Students with Severe Disabilities in SWPBIS
Kurth, Jennifer A. Zagona, Alison L.
Kurth, Jennifer A.
Zagona, Alison L.
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Abstract
With more schools implementing Schoolwide Positive Behavioral Interventions and Supports
(SWPBIS) and achieving valued student outcomes associated with these efforts, the inclusion of
students with extensive and pervasive support needs (i.e., ‘severe’ disabilities) in this tiered
system must be considered. These students remain programmatically and physically separated
from general education instruction and activities. Given that SWPBIS is implemented in general
education settings and it is designed to support all students, the purpose of this study was to
investigate SWPBIS coaches’ perceptions of the involvement of students with extensive support
needs in SWPBIS processes and procedures within one state. Findings suggest the coaches
believe that students with extensive support needs are physically and programmatically separated
from tier one SWPBIS instruction and activities, with few general educators expressing
participation in facilitating their involvement. Implications and recommendations for these
findings are provided.
Description
Date
2018
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SAGE Publications
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Keywords
Schoolwide Positive Behavior Interventions and Supports, inclusion, sever disabilities
Citation
Kurth, J. A. & Zagona, A. (2018). Involvement of students with severe disabilities in
SWPBIS. The Journal of Special Education, 52, 131-141.
doi:10.1177/0022466918766523