SWPBS: The Greatest Good for the Greatest Number, or the Needs of the Majority Trump the Needs of the Minority?

Autor/in	Carr, Edward G.
Titel	SWPBS: The Greatest Good for the Greatest Number, or the Needs of the Majority Trump the Needs of the Minority?
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 33-34 (2009) 4-1, S.267-269 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Severe Disabilities; Functional Behavioral Assessment; Intervention; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Severe disability; Schwerbehinderung
Abstract	This article raises four questions pertaining to the problem of using school-wide positive behavior support (SWPBS) with students who have severe disabilities. First, are there any limits to the applicability of SWPBS? Second, does SWPBS potentiate, or strengthen, the effects of tertiary (individual) support, thereby ensuring the greatest good for the greatest number? Third, does SWPBS contribute to, or help maintain, bifurcation of services (i.e., regular vs. special education), a prominent and undesirable feature of American schools? Fourth, does SWPBS inadvertently engender competition for resources, thereby producing a situation in which the needs of the majority trump the needs of the minority? (ERIC).
Anmerkungen	TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10