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

Abstract

Purpose: The primary objective of this study was to find methods that the government may assist schools and teachers in thwarting violence. This research was an effort to counteract radicalization among students with disabilities: Different ways government can support schools and teachers in preventing violence and extremism. 
 Design/Methodology/Approach: Teachers of special education who operate in Punjab's public and private schools for handicapped students have produced the great majority of the population. The population of the research consists of all special education instructors who work with a variety of impairments. A sample of 100 teachers was selected using a straightforward random selection procedure. The instrument was a self-structured questionnaire with mainly two sections: one section acknowledged the demographic traits of special education instructors, and the other sought participants' opinions on five-point Likert scales (Strongly Agree to Strongly Disagree) regarding risk factors for violence and extremism as well as possible regulations for hindering violence and extremism. The validity and reliability of the questionnaire has been verified. Data collection methods used by special educators included face-to-face, telephone, email, social media, and online meetings. Descriptive and inferential statistics were used to investigate the collected data in terms of frequencies and percentages.
 Findings: Studies revealed that among other risk factors, students with disabilities were more likely to become radicalized if they had low self-esteem, mental health issues, traumatic experiences, childhood maltreatment, and family rejection. Considering these inferences, there were recommendations for eliminating extremism and violence.
 Implications/Originality/Value: A school-based preventative program for individuals with disabilities intended to be developed, and the administration of private special education institutions and the Directorate General of Special Education were cautioned to get this program started right away.