Date of Publication :5th September 2025

Abstract: Inclusive education emphasizes the right of all learners, regardless of their abilities or disabilities, to participate meaningfully in mainstream educational environments. However, managing diverse behavioral and academic needs in inclusive classrooms remains a significant challenge. Positive Behavioral Interventions and Supports (PBIS) offers a structured, preventive, and multi-tiered framework designed to promote positive student behavior and enhance learning outcomes. This theoretical research paper explores the foundational principles of PBIS through the lens of established learning and behavioral theories, including Behaviorism, Social Learning Theory, and Ecological Systems Theory. Drawing upon a comprehensive review of existing literature, the paper examines how PBIS strategies align with inclusive education philosophies and contribute to the creation of equitable, safe, and engaging learning environments. It analyzes the potential of PBIS to reduce disruptive behavior, support academic engagement, and improve teacher efficacy, while also discussing its limitations and contextual challenges, particularly in diverse cultural settings. The paper further highlights how PBIS can be integrated with Universal Design for Learning (UDL) and inclusive pedagogies to promote holistic development of all learners. Theoretical insights presented in this study underline the relevance of PBIS as a transformative framework that not only addresses behavioral concerns but also fosters inclusive values and practices. The paper concludes with implications for educators, policymakers, and researchers aiming to strengthen inclusive education through theoretically sound and evidence-informed behavioral supports.

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