Radicalisation among Students with Disabilities: Different Ways Government Can Support Schools and Teachers in Preventing Violence and Extremism

Abstract

Purpose: This research was an effort to address radicalisation among students with disabilities: Different ways government can support school and teachers in preventing violence and extremism.
 Design/Methodology/Approach: The vast majority of the population was created by the special education teachers working in Punjab's public and private schools for disabled pupils. All special education teachers who work with a range of disabilities make up the study's population. A simple random selection method was used to choose a sample of 100 instructors. The tool was a self-structured questionnaire that was primarily divided into two sections: one section acknowledged the demographic characteristics of special education instructors, and the other asked participants' opinions on five-point Likert scales (Strongly Agree to Strongly Disagree) regarding risk factors for violence and extremism as well as potential guidelines for preventing violence and extremism. The questionnaire's reliability and validity were confirmed. Special educators gathered the data using face-to-face, telephone, email, social media, and online meetings. The gathered data were assessed using descriptive and inferential statistics in terms of frequencies and percentages.
 Findings: The conclusions drawn demonstrated that students with disabilities were more highly probable to become radicalised when they experienced low self-esteem, mental health problems, traumatic experiences, childhood abuse, and family rejection, among other risk factors. These inferences were followed by recommendations for preventing violence and extremism.
 Implications/Originality/Value: The Directorate General of Special Education and the administration of private special education institutions were exhorted to take prompt action to develop a school-based preventative programme for children with disabilities.