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Essay / Research Paper Abstract
This 12 page paper provides an overview of positive behavior support and its use in inclusion classrooms. Bibliography lists 10 sources.
Page Count:
12 pages (~225 words per page)
File: MH11_MHBehavPeer.rtf
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Unformatted sample text from the term paper:
Inclusion programming has supported an educational directive for improving behavior and socialization for children with special needs. As a result, special education and general education teachers have pursued
the use of a number of methods to expand inclusion ideologies and develop methods for improved behavior and socialization for special needs learners. Positive Behavior Support (PBS) methods have
been utilized in recent years to improve peer and instructional interactions and reduce the impacts of negative behaviors on classroom function. In order to understand the impacts of
PBS, it is necessary to identify the major factors that impact student behavior in the classroom setting and inclusion programming, as it determines the need for improved responses to special
needs learners. The issue of inclusion, then, becomes a central factor in shaping the applicant of PBS in educational settings. The Problem Since amendments were made to
the IDEA, the Individuals With Disabilities Act, in 2004, the focus on special education services and inclusion programming has increased nationwide. Essentially, the IDEA "guarantees students with disabilities a
free appropriate public education in the least restrictive environment" (IDEA revised, 2007). It also authorizes the use of "billions of dollars in funding to states and school districts to assist
them in providing special education and related services" (IDEA revised, 2007). The revisions to IDEA are contained in Public Law 108-446, and "build on and more closely align IDEA
with the No Child Left Behind Act (IDEA revised, 2007). The development of strategies, then, that reflects the standardization of educational opportunities across learner populations was a part
of the legislative view, and increased the focus on methods for inclusion programming. Under the revisions, educators must prove their competence in
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