Proceedings of the 3rd International Conference on Special Education (ICSE 2019)

Restorative Justice as Practiced in School: A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

Authors
Nilda B. Delgado, Mary Ann C. Alaban, Jovel Ann R. Beramo, Frank S. Emboltura
Corresponding Author
Nilda B. Delgado
Available Online December 2019.
Keywords
restorative justice, reconciliation, relationships, non-punitive, mediation and agreement, collaborative healing, accepting responsibility, making amends, restitution, socio-emotional development, socio-emotional skills, inclusive school, inclusive program, children with needs
Abstract

Creating a safe, nurturing, relational, and positive school-wide culture has always been challenging even in schools for regular children. With the pervading framework and principles of traditional punitive measures in school policies and culture, practicing a different philosophy is extremely difficult especially in schools catering to children with special needs. In the Philippines, Restorative Justicepractices have just been introduced in the Local Government Units and agencies but have yet to be implemented in schools. However, MindHaven School has been practicing Restorative Justice (though under a different name) since 1993 through its Inclusive Program. Restorative Justice has always been a critical component in the school’s Socio-Emotional Program for children both with and without needs. As a result of this Socio-Emotional Program, positive relationships and significant growth and development have been observed especially in children with needs and a collaborative and responsive culture has been created in the school. This study particularly seeks to answer the following questions regarding practicing Restorative Justice in a school for children with and without needs: 1.What processes are involved and what roles do the children take on? 2.) What incidents or issues in school particularly demand its observance? 3.) What socio-emotional skills do the children develop through it? 4.) What innovative teaching approaches are needed to implement it?and 5.) What are the perceptions of the involved stakeholders?

Copyright
© 2019, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

Volume Title
Proceedings of the 3rd International Conference on Special Education (ICSE 2019)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
December 2019
ISBN
null
ISSN
2352-5398
Copyright
© 2019, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Nilda B. Delgado
AU  - Mary Ann C. Alaban
AU  - Jovel Ann R. Beramo
AU  - Frank S. Emboltura
PY  - 2019/12
DA  - 2019/12
TI  - Restorative Justice as Practiced in School: A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs
BT  - Proceedings of the 3rd International Conference on Special Education (ICSE 2019)
PB  - Atlantis Press
SP  - 195
EP  - 199
SN  - 2352-5398
UR  - https://www.atlantis-press.com/article/125928850
ID  - Delgado2019/12
ER  -