Behavioural Support for Students with Special Educational Needs: Trends across the Asia-Pacific Region. Advancing Inclusive and Special Education in the Asia-Pacific

Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:[email protected]; Web site: http://www.springer.com

N

191

Practitioners

Special Education; Students with Disabilities; Student Needs; Educational Policy; Educational Practices; Cultural Differences; Student Behavior; Behavior Modification; Inclusion; Teaching Methods; Positive Behavior Supports; Foreign Countries; Asian Culture

United States; Australia; Singapore; South Korea; China; Hong Kong; Japan; Asia

10.1007/978-981-13-7177-6

2524-8219

This book reports on the use of behavioural support -- an evidence-based approach developed in the USA to meet students' special educational needs -- in Australia and selected thriving Asian countries. It brings together key issues and insights into how educational policy and practices in different societies and cultures influence the uptake of behavioural support in schools and classrooms. The book provides a balanced and highly informative perspective on the historical paths of development and current expansion of behavioural support into regular schools in the USA. It also offers insights into the progress of its implementation outside the Western context of the USA and Europe and its influence on capacity building among professionals within various contexts across the Asia-Pacific region. Case studies from Australia demonstrate the effectiveness of multi-tiered behavioural support in a state government education system for a population of diverse students, and address the resultant adaptation of tiers when it is implemented in a nongovernment school organisation for students with autism. Case studies from Singapore, Mainland China, Hong Kong, South Korea and Japan reveal the cultural practices and organisational issues that produce distinctive characteristics of behavioural support in inclusive and special education within these countries. This book offers essential guidance to educational decision-makers in these countries and communities around diverse students in considering their next steps towards using behavioural supports proposed in the American blueprints for implementing and building capacity for use in any context. This book contains the following chapters: (1) Western Perspectives on Teaching, Learning, and Behaviour (Fiona Bryer and Wendi Beamish); (2) Emergence of Behavioural Support in the USA (Wendy Beamish and Fiona Bryer); (3) Scaling Up Behavioral Support in the USA (Fiona Bryer and Wendi Beamish); (4) Behavioural Support in Australia (Wendi Beamish and Fiona Bryer); (5) Behavioural Support in an Australian Government Sector (Lorna Hepburn); (6) Behavioural Support Within an Australian Non-government Organisation (Tom Tutton); (7) Behavioural Support in Singapore (Anuradha Dutt, Levan Lim, and Thana L. Thaver); (8) Behavioural Support in the Republic of Korea (Yoon-Suk Hwang, Jeong-Ah Ku, Mi-Jin Song, and Jae-Eun Noh); (9) Behavioural Support in Mainland China (Nan Zhu and Guanglun Michael Mu); (10) Behavioural Support in Hong Kong (Kathleen Tait, Francis Fung, and Jasna Dajic); (11) Behavioural Support in Japan (Yoriko Kikkawa, Noriko Hirasawa, and Kenichi Ohkubo); and (12) Issues and Insights for the Asia-Pacific Region (Fiona Bryer and Wendi Beamish).

ERIC

2019

ED596092