Creating Learning Environments Free of Violence in Special Education Through the Dialogic Model of Prevention and Resolution of Conflicts.

Elena Duque,Lena De Botton,Sara Carbonell,Esther Roca-Campos

doi:10.3389/fpsyg.2021.662831

Elena Duque, Lena De Botton + Show 2 more

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https://doi.org/10.3389/fpsyg.2021.662831

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Abstract

Violence suffered by children is a violation of human rights and a global health problem. Children with disabilities are especially vulnerable to violence in the school environment, which has a negative impact on their well-being and health. Students with disabilities educated in special schools have, in addition, more reduced experiences of interaction that may reduce both their opportunities for learning and for building protective social networks of support. This study analyses the transference of evidence-based actions to prevent violence in schools – the dialogic model of prevention and resolution of conflicts (DMPRC) – in the context of a special school, and its impact on the reduction of violence, the creation of egalitarian relationships, and the prevention of bullying. A case study with a communicative approach was conducted including in-depth interviews and communicative focus groups with the diverse participants to analyze the process of transformation carried out in the school and the main actions that give students a voice in the management and creation of egalitarian non-violent relationships. The results show that the inclusion of the students’ voices in the resolution and prevention of conflicts reduces violence, empowers special education students, strengthens friendship relationships, caring behavior, and active positioning among the community. The positive impact of the transference of the DMPRC to special schools contributes to students’ well-being and healthy development by offering safe and protective educational spaces and quality emotional education, also contributing to the achievement of the Sustainable Development Goals related to the elimination of all forms of violence in childhood.

Highlights

School violence is a global problem affecting millions of children worldwide (Smith, 2002; Liang et al, 2007; Khoury-Kassabri et al, 2009; Murray-Harvey and Slee, 2010; Chen and Astor, 2012; Robers et al, 2012; UNICEF, 2014; Jiménez, 2019; UNESCO, 2019; Giavrimis, 2020)
The third result is the increase in complaints thanks to the empowerment of students who feel listened to and supported, and the fourth result is the increase in the creation of support and friendship networks that can act as a protective shield against any attack and improve their well-being
The results obtained from this study show that it is possible to transfer the DMPRC, which so far had only been implemented in mainstream schools, to a special school

Summary

Introduction

School violence is a global problem affecting millions of children worldwide (Smith, 2002; Liang et al, 2007; Khoury-Kassabri et al, 2009; Murray-Harvey and Slee, 2010; Chen and Astor, 2012; Robers et al, 2012; UNICEF, 2014; Jiménez, 2019; UNESCO, 2019; Giavrimis, 2020). Research shows that students with disabilities have fewer social ties and support networks, which leaves them more exposed to attacks In this regard, barriers to reducing or eliminating violence against children with disabilities in mainstream schools have been identified, which increase the likelihood that these students will become victims of school violence. Barriers to reducing or eliminating violence against children with disabilities in mainstream schools have been identified, which increase the likelihood that these students will become victims of school violence These barriers include the lack of a strong social network, rejection by peers and difficulties in relating with others (Méndez et al, 2017), having poor communication skills or personal characteristics that differentiate them from the others (CERMI, 2017), restrictions in school participation (Sentenac et al, 2011) and the limitations in adaptive behaviors, social skills and daily practices that intellectual disability entails (APA, 2013; Olivier et al, 2020). There is less research studying students’ vulnerability to violence in special education settings (Glumbić and Žunić-Pavlović, 2010), so this topic of study is still under-explored

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