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Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools |
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| Authors: | Louise D Denne Corinna F Grindle Suzi J Sapiets Millie Blandford-Elliott Richard P Hastings Marguerite Hoerger Katy Lambert-Lee Andreas Paris Gemma Nicholls J Carl Hughes |
| Institution: | 1. CIDD (Centre for Research in Intellectual and Developmental Disabilities), University of Warwick, Coventry, UK;2. CIDD (Centre for Research in Intellectual and Developmental Disabilities), University of Warwick, Coventry, UK
CIEREI, School of Education, Bangor University, Bangor, UK;3. Tizard Centre, University of Kent, Canterbury, UK;4. CIEREI, School of Education, Bangor University, Bangor, UK;5. CIDD (Centre for Research in Intellectual and Developmental Disabilities), University of Warwick, Coventry, UK Calthorpe Academy School, Birmingham, UK |
| Abstract: | The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence-based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School-wide positive behavioural support (SW-PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW-PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting. Key Points
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| Keywords: | academic outcomes learning disabilities positive behavioural support special schools |