CHILD PROTECTION MEASURES ON BULLYING IN SPECIAL EDUCATION SCHOOLS
نویسندگان
چکیده
Bullying is a destructive social problem in schools that needs attention. Schools have the responsibility to create safe place where students can learn without fear of being bullied. The purpose study was explore child protection measures against bullying selected special education Luapula province. This guided by Constructivist Paradigm, keeping with research paradigm, qualitative intrinsic case design employed because outcomes were intended tell researcher something solely about itself. In this case, disability and school primary interest study. sample size comprised 38 participants consisting 2 head teachers, 12 parents learners from two schools. Purposive critical sampling used select expert on teachers criterion parents. Data collected using semi-structured interview guide focus group discussions (FGD) analysed thematic analysis. revealed children disabilities protected 3R’s (Recognizing, Responding Reporting) prevention strategies for educational needs. findings established Recognizing included recognizing statistics or acts school, warning signs victims stereotypes bullies routine checking stop harassment acts. also holding meetings reinforce positive behaviour expectations, providing guidance counselling how respond bullying, punishing discriminatory language derogatory remarks, formulation anti-bullying programs, formation support groups sensitize learners, training staff members incidents teach skills. Other identified include Reporting which reporting all forms ill-treatment, incidence settings, any form harassment, These enabled protect Based these findings, recommends should be lookout incidences quickly effectively document report actions taken when responding bullying.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0056/a.php" alt="Hit counter" /></p>
منابع مشابه
Special Schools and the Education Act
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ژورنال
عنوان ژورنال: European Journal of Physical Education and Sport Science
سال: 2023
ISSN: ['2501-1235', '2501-1235']
DOI: https://doi.org/10.46827/ejse.v9i3.4964