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首页> 外文会议>International Conference on Special Education >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
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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

机译：学校实践的恢复性司法：通过特殊教育需求的发展中培养儿童的社会情感技能

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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?
机译：甚至在普通儿童的学校里，创造了一个安全，培育，关系和积极的学校文化一直在挑战。凭借普遍的框架和学校政策和文化中传统惩罚措施的原则，练习不同的哲学非常困难，特别是在学校迎合有特殊需要的儿童。在菲律宾，刚刚在当地政府单位和机构中刚刚介绍了恢复性的司法前言，但尚未在学校实施。然而，自1993年通过其包容性计划自1993年以来，Mindhaven学校一直在练习恢复性司法（虽然根据不同的名称）。恢复性司法始终是学校的社会情感计划中的关键组成部分，适用于儿童和无需需求。由于这种社会情绪计划，在有需要的儿童和在学校创造了合作和响应文化的情况下，已经观察到积极的关系和显着的增长和发展。这项研究特别旨在回答有关在学校练习恢复性司法的问题，涉及有和不需要的儿童：1。涉及哪些进程，孩子们接受了哪些角色？ 2.）学校中的哪些事件或问题特别要求其遵守？ 3.）孩子们通过它发展的社会情感技能是什么？ 4.）需要哪些创新的教学方法来实现它？ 5.）对参与利益相关者的看法是什么？

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