POSITIVE BEHAVIOR SUPPORT AS A MODEL FOR PROMOTING EDUCATIONAL INCLUSION

Positive behavior support (PBS) has been advanced as a model for effec tively managing behavior in school settings and facilitating inclusive education. Numerous systems adaptations and administrative supports, however, are necessary for the successful application of PBS in the sc hools. This article identifies difficulties in the application of best practices within current school systems, and considers federal and st ate laws, school system organization, the roles of teachers and admini strators, and other factors that are relevant for inclusive education. Issues pertinent to the application of PBS are discussed, and practic al steps for achieving progress are recommended.