Promoting Inclusion in General Education Classrooms Using PBIS

Students with extensive support needs (ESN) who exhibit challenging behaviors are often excluded from general education classrooms despite legal requirements mandating education in the least restrictive environment. Educators can support students with ESN by designing accessible classroom positive behavioral interventions and supports (PBIS) that create proactive, inclusive environments. This article provides practical strategies for creating, adapting, and implementing three core components of classroom PBIS: behavior expectations, lesson plans, and acknowledgment systems. A vignette throughout the article illustrates how general education teachers, in collaboration with special education staff and families, can implement accessible classroom PBIS to promote meaningful inclusive education for students with ESN.