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ERIC Number: EJ1044156
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0741-9325
Systemic Transformation from the Ground-Up: Using Learning Lab to Design Culturally Responsive Schoolwide Positive Behavioral Supports
Bal, Aydin; Kozleski, Elizabeth B.; Schrader, Elizabeth M.; Rodriguez, Esmeralda M.; Pelton, Scott
Remedial and Special Education, v35 n6 p327-339 Nov-Dec 2014
The enduring existence of disproportionate representation of students from culturally and linguistically diverse backgrounds in special education programs and disciplinary practices creates a double bind for educators, educational leaders, and families. Disproportionality is an adaptive systemic issue that is not under any entity's control; thus, it demands collaboration and critical dialogue among local stakeholders. This article examined the implementation of Learning Lab, a new methodology of systemic transformation, for local stakeholders to collectively examine and address disproportionality in behavioral outcomes from the ground-up. Learning Lab aims to increase equity within the local implementations of Positive Behavioral Interventions and Supports (PBIS) by opening up decision-making and problem-solving processes with local stakeholders. Designed to increase authentic collaboration and dialogue among educators, families, and community-based organizations, Learning Lab offers the possibility of contextually fit, culturally responsive implementations of PBIS and building the capacity for forming adaptive and inclusive schools.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin
Grant or Contract Numbers: N/A