Research proposal writer

THE MANAGEMENT OF VIOLENCE AGAINST LEARNERS WITH SPECIAL NEEDS IN INCLUSIVE SCHOOLS IN NYARAVUR SUB COUNTY, NEBBI DISTRICT

INTRODUCTION

• Introduction

This chapter presents the background to the study, statement of the problem, purpose of the study, objectives of the study, significance of the study, research questions, scope of the study, limitations and delimitations.

1.1 Background to the study

The research will be conducted on this topic management of violence against children with special needs in inclusive schools in Nyaravur subcounty, Nebbi District.

Violence against children is a global public health crisis. It is documented that violence against children not only impairs individual physical, emotional and social development but also has important economic and social consequences for a nation as a whole (Pinheiro 2006). It is documented that approximately one billion children experience violence every year both at home and in schools. (UNICEF, 2014) (Hill, 2017). This includes children with special needs and is against the UN Convention on the Rights of the Child (CRC) (1989), which outlines all children have a right to quality education that respects their human dignity and promotes their overall development. UNICEF (2014) reports on violence against children categorize violence as being physical, sexual and emotional violence.

The same Convention (CRC, 1984) further acknowledges that children are vulnerable members of the society that children need special protection and considerations and that all children are entitled to the same human rights.

Violence against children violates their fundamental rights and affects their educational attainment. Violence against learners with special needs in schools could be; from a teacher to a learner, administrator to a learner and between learners among themselves (Kent 2003)

Schools have an important role in protecting children from violence. On the other hand the educational settings expose them to violence and many teach them violence (UN Report 2006). This leads to a long lasting effects on their life and wellbeing (UN Report 2006). The different forms of violence against all learners include corporal punishment, cruel and humiliating forms of psychological punishment, sexual and gender based violence, bullying, fighting, discrimination against learners from poor families, marginalized groups and those with disabilities (UN 2006). Although 102 countries in the world including Uganda have banned corporal punishment in schools, often this ban is not adequately enforced (UN 2006). Many teachers in Uganda up-to-date still inflict pain on children in schools through corporal punishment despite the ban by ministry of education and sports (UNICEF 2014).

Children’s Amendment Act (2016) defines violence as any form of physical, emotional or mental injury or abuse or neglect, maltreatment and exploitation including sexual abuse, intentional use of physical force or power, threatened or action against an individual which may result in injury, death, psychological harm, mal-development or deprivation. UNICEF as well defined violence as an intentional use of physical force or power threatened or actual, against self, another person or against group of community that either result in injury, death, psychological harm, mal-development or deprivation.

In Uganda about 10 million children attend schools and it is every child’s right to enjoy violence free environment at school in their neighborhood (UPE Policy 1997), (education act 2008) Access to education is one of the fundamental rights of every child which should be delivered in a conducive and safe learning environment free from violence. It is evident that there has been improved enrolment of children in schools including those with disabilities into schools after the introduction of UPE in 1997. However, violence against children in schools remains a serious component of violence against children in the whole country despite having a good number of institutions, policies and laws against violence towards children (UNICEF 2017)

The Uganda Constitution (1995) articles 24 and 44, protects dignity and safety of every Ugandan including all children. However, violence against children remains pervasive challenge in Uganda both at homes and in schools. This undermines their security and safety as well as inflicts pain and fear affecting educational attainment, health and their wellbeing. (UNICEF Report 2017). This prevalence trend of violence against children in schools (VACIS) in most cases go unreported due to social stigma, fear, lack of appropriate reporting mechanism and for the fact that violence is often perpetrated at home as well by parents, close relatives and teachers who are well known to these children making it difficult for children to come forward (Pinheiro, 2006), (Stark, 2010).

This worrying trends of action is greatly affecting the education of children across the whole country with government through MoES many other stakeholders, NGOs and CBOs are work hard to eliminate violence in schools for the safety of the children.

It is also noted that sometime the trend of violence has persisted in schools as a result of administrative and managerial challenges who do not drive the schools in an appropriate directions by not providing the desired stimuli that fosters the desired behavior in schools.

The theoretical background of management to the study

The theoretical background is extracted from behavior management theory of operant condition by B.F. skinner 1939. Operant conditioning is the type of learning in which voluntary behavior becomes more or less probable when followed by reinforcement or punishment stimuli. It works on voluntary behaviors that are willfully emitted by an organism. Skinner 1939 referred to the automatic responses of classical conditioning as respondent behavior.in contrast he labels behavior that is more spontaneous and that is influenced by it consequences as operant behavior. In conducting this he designed an apparatus called the Skinner box to investigate learning in animals. The procedure in which a person teaches an animals to perform an intricate behavior by building up in small steps which is called behavior shaping. This method involves reinforcing successive approximations of the desired behavior.

A stimulus that reinforces the behavior that leads to its presentations is a positive reinforce. A stimulus that reinforces the behavior that leads to its termination is a negative rein forcers.

An aversive consequence that decreases the likelihood of the behavior that preceded it is called punishment because punished behavior is merely suppressed, it may reappear. Punishment can lead to fear and sense of helplessness as well as to the association of the aversive event with the person who administers it. Punishment also often increases aggressiveness, anger and hostility. Finally punishment alone does not guide the organism toward more desirable behavior. The procedure in which a subject learns to make a response in order to eliminate an aversive stimulus, the procedure involves avoidance learning.

Therefore operant behavior is behavior controlled by its consequences.

As noted from the above back ground, children experiences violence in schools throughout the world both the ordinary and those with special needs. This trend is also rooted in our rural schools where there are numerous casas of violence against learners in different schools.

It is against this background that the researcher is prompted to conduct this study to find out how the schools are managing violence perpetuate against learners with special needs in inclusive schools in the above mentioned Sub County.

1.2 Statement of the problem

Violence in schools is one of the most visible forms of violence against children (Kascelan 2015). It takes many forms ranging physical violence to psychological for example bullying, intimidation, sexual, corporal punishment, unthreatening environment and many others (Kasclan 2015). This vice has also been studied and reported as a global phenomenon affecting many learners (Styslavska & ratalska 2015). The experience of violence particularly in childhood and in leaners with disabilities can damage their physical, and mental health and affect their whole lives (Hills 2016) it also affects educational outcomes and children’s potential to lead a successful and prosperous lives (WHO 2019). It is further emphasized that schools are in a unique position to prevent violence against all children in schools (WHO 2019). Article 19 0f the UN Convocation on the Rights of the Child (1989) mandates the adults who oversees and work in education institutions to have a duty to promote environment that supports and promote children’s dignity, development and protection.

This challenging situation is as well narrowed down to our locality where learners with special needs suffers from all kinds of violence in their education institutions both physical and psychological. It is a serious component degrading treatment that these children go through in schools that affects their health, social life, education achievement and their future despite all the efforts put in place to have it eliminated at policy and legislation level, sensitization, training, and many other avenues from international, national and local perspectives.

1.3 Purpose of the study

The purpose of the study is to investigate the management of violence against children with special needs in inclusive schools in Nyaravur subcounty, Nebbi district.

1.4 Objectives of the study

The objectives of the study will be to;

1. Find out the different forms of violence against children with special needs.
2. Find out ways teachers employ to eliminate violence against learners with special needs.
3. Find out ways how learners with special needs are empowered to overcome violence in inclusive schools.

1.5 Research questions

The following research questions will guide the study;

1. What are the different forms of violence children with special needs experience in inclusive schools?
2. What are the ways teachers employ to eliminate violence against learners with special needs in inclusive schools?
3. What are the ways how schools are empowering learners with special needs to overcome violence in inclusive schools?

1.6 Significance of the study

The study will be helpful in the following ways;

1. Create awareness about violence against children with special needs in schools.
2. Enables teachers to design appropriate ways to tackle violence in schools against children with special needs.
3. Enables teachers to create a violence free learning environment for learners with special needs.
4. Enables teachers to develop a reporting mechanism of violence against learners with special needs through the tracking and reporting technique.
5. Empower children on their rights and how they can overcome violence in inclusive schools and the society at large.
6. Creating a violence free society for all children.
7. Improvement in learners’ performance and participation in schools.

1.7 Study scope

1.7.1 Geographical scope

The study will be conducted in four government aided inclusive schools in Nyaravur subcounty, Nebbi district.

1.7.2 Content scope

The study will focus on the management of violence against children with special needs in inclusive schools.

1.8 Limitations

During the study, the following will be likely limitation factors;

1. Concealing information by both teachers and learners since it is a sensitive matter.
2. Conducting the study alongside attending lectures and doing course works.
3. Collecting data from diverse group of learners with special needs since some will require the need for an interpreter.

1.9 Delimitation

1. Creating a perfect rapport with the respondents.
2. Making use of the little time available effectively in collecting data.
3. Employing the use of interpreters in case the need will arise.

CHAPER TWO

LITERATURE REVIEW

Introduction

In this chapter, the researcher presents the views of other writers who presented work in this related topic. This literature is picked from the text books, journals, magazines, newsletters, mass media, reports etc. for purpose of reminding the readers, the objectives for this research are as below;

1. To find out the different forms of violence against children with special needs
2. To find out ways teachers employ to eliminate violence against learners with special needs

• To find out ways how schools are empowering learners with special needs to overcome violence in inclusive schools

Literature review on objective one; different forms of violence against children with special needs

UNESCO (2017) stated that violence in school is a global phenomenon worldwide. Each year around the world, about 246 million children inclusive those with disabilities are affected by school violence which are in different forms such as physical violence, sexual violence and emotional violence.

UNICEF (2017) added that although all children are vulnerable to violence, children with special needs are more vulnerable especially to physical violence and violence is the second leading cause of death among adolescent girls globally (UNICEF 2014).

They further added that corporal punishment is the most common prevalent form of violence against children in schools

The researcher fully supports the above report by (UNICEF 2014) that most children in schools suffer from corporal punishment as a form of enforcing discipline among children by both teachers and their fellow learners.

UNESCO (2017) further supported the report presented above that physical violence is the most common violence perpetrated against children with disabilities in schools

Williams (2012) added that children with violent discipline and bullying by their peers as a result they end up in difficult situation if no serious intervention is put in by the school authorities. This is obviously true according to the researchers view too as the ordinary learners feels that other learners with special needs are inferior and therefore they can be bullied and made fun of at any time.

Burton and Leaschut (2013) stated that other learners experience violence online in form of cyber bullying such as bullied messages, indiscipline pictures, videos etc. they added that this is increasingly becoming a challenge with increased access to social media and internet. This type of violence is more common in urban areas where access to technology is improved as compared to rural areas.

Lamb and Watson (2017), also highlighted that violence in schools occurs in different forms and intersect with violence occurring in homes and broader communities. Some learners experience violence during school hours, after school programs and on their way to and from schools and they include student on student fighting, corporal punishment, sexual abuse and derogator language. Burton and Leoschut (2013), further supported this and said majority of some learners may both be victims and perpetrators. The researcher agrees with the above views as learners tend to misbehave to each other’s if they are not supervised by the teachers.

Broad, Shim, Seitsinger and Oumas (2003), stated that emotional violence occurs among peers such as making offensive remarks, accusations, threat giving, derogatory nicknames, creating a scape goat insults etc. these inflicts a more psychological pain to the affected learners.

Mortuglu (2011) also added that not creating the environment of trust and care that children needs may be able to able to be emotional violence.

Literatures review an objective 2; ways learners employ to eliminate violence against children with special needs.

Mestuglu (2011) stated that providing a safe environment that is violence free in school is a responsibility of the school administration. This is a proven idea that the researcher too agrees with since is the school administration that should give guidance to all learners.

Gershout, E.T (2017) pointed out that teachers should discuss and adopt the undesirable outcome of violent disciplinary measures.

He further added that teachers should use self-reflection to make connection between their own childhood experiences and the dangers of violent conduct. This will help teachers in instilling the right life skills and values that make learners become a non-violent individuals

Pinteso, B.S (2006), suggested that teachers can adopt a non-violent strategies of discipline management such as privilege removal, apologising and re-enforcement to footer desired behaviors, in agreement to the above, Christine, C.A, Nelson, C.M, and Juliet .K. (2015) wrote that schools needs to modify characteristics that are associated with violence. CDC (2018) added  that schools should promote classroom management techniques that are violent free and good teaching methods and strategies such as cooperative learning and close supervision of elementary school level, the good behavioral intervention known as the Good Behavior Game, this reduces classroom disruption and promotes pro-social classroom interaction.

UNICEF (2017), added that schools should include program such as conflict resolution and team problem solving and offer other social skills to learners. This is absolutely good as it helps learners to acquire a positive co-existence through guidance and counselling.

Lamb and Watson (2017) said that teachers can implement a zero tolerance to violence through designing punishment for those who perpetrate violence. This will deter learners from behaving violently. He further added that if a single violation result is punishment, learners are less likely to be violent, carry weapon to school or bully others but here the researchers partly disagrees to this, this may lead to be corporal punishment if a learner persist to be violent, breeds annoyance, aggression and even when they grow up, they remain violent.

Belhis, M.A, Hard Castle, K, Hugles, K. (2017) says another way of eliminating violence is improving learners safety though implementing combination of policies initiated and security measures such as surveillance cameras, security systems and metal detectors. This will help teachers to be able to detect cases of violence around the school and act immediately.

However, most of the above mentioned security systems are not in place in our rural schools, therefore it is not easy to implement such measure in rural schools.

CDC (20180, suggested that school community partnership creates a safe environment inside schools. This is true since the school and the community should be working together to ensure both the school and homes are safe and violence free for all children including those with special needs.

Literature review on objective 3; ways how schools are empowering learners with special needs to overcome violence against themselves.

Hellen C. (2007) state that all learners should be encouraged to take responsibilities for maintaining safe space and offer support to one another.

The researcher agrees to the above idea since some time violence is perpetrated in the absence of teachers therefore learners should be empowered to encounter the act.

Piokin, Ogulmus, Boysan (2011) added that a teacher is not only educator, he/she is also a socialization tool that provides basic social and emotional needs of learners such as a sense of belonging, self-confidence and personal safety that empowers learners to overcome violence. They further added that behavioral problems and violence in schools can be addressed by improving social skills of learners.

CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter focuses on the process and procedures applied to carry out the study. It includes the following aspects; Research design, Area of the study, target population, sampling techniques, methods of data collection and ethical considerations.

3.1 Research design Research design means a structure to plan to execute a particular research (Holmes, 2005) for this study, both qualitative quantitative research design used.

3.2 Area of the study

The study was conducted in Nyanivur sub-county, Nebbi district focusing on the topic management of violence against learners with special needs in inclusive schools. The schools were purposely selected for the study to cover the entire sub-county. The study was conducted in two schools in the subcounty which include Angal Girls primary school and Angal boys’ primary school. All the above schools are inclusive primary schools with rich data of learners with special needs studying alongside the ordinary learners.

3.3 Target population

Reid (2014) defined population in research as target community or group of people which is involved or selected by the researcher for a study.

Therefore, for this study, the population from which the samples were derived consisted of the following groups of participants Head teachers, classroom teachers and pupils. The target list is indicated in the table below.

Table 1a: The target population.

Table 1b: Sampled population.

Head teachers were selected from each of the two schools chosen. 5 (five) classroom teachers were selected from each of the 2 (two) schools chosen, 6 (six) learners were selected from each of the 2 (two) schools chosen as summarized in the table above.

Reasons for selecting the participants

Head teachers:

They are the overall administrators of the school and they are responsible for the wellbeing of all teachers and children in schools. They should ensure that all learners study in a violence free school environment.

They are the custodians of all school documents where the in-depth details of violence recorded can be obtained from their office.

Guide teachers on the different strategies they can employ in order to manage violence against children with special needs.

Teachers

They monitor the day-to-day affairs of the learners since they are closer to children all the time while at school

They are directly involved in the management of violence against learners with special needs in their classrooms.

Most learners reports directly to them different cases of violence to them in schools.

At times they are the perpetuators of violence against children with special needs in the schools.

Pupils with special needs

They are the individuals who experience the different cases of violence. Therefore, they can share in-depth testimonies of violence against them.

They can suggest possible ways they would wish cases of violence against them in schools should be handled.

They will be able to identify the different perpetuators of violence against them in schools.

3.4 Sampling techniques

The researcher use both random sampling techniques and purposeful sampling techniques.

The researcher used learners with special needs from upper class that is from P.5 to P.7 since they can articulate issues in a better way. The researcher used random sampling technique. Learners with special needs were given an enclosed cards with some having figures from 1-6 and only those who pick the card with figures were called to participate in the study as respondents. While for teachers and head teacher the selection was purposeful since there is always one head teacher in a school and on teachers, the researcher choose Deputy head teacher since he/she heads the school disciplinary committee, senior woman teachers (SMT), senior male teacher (SMT), a teacher on duty for that specific week and a teacher in charge of children with special needs to take part in the study.

3.5 Methods of data collection

During the study, the researcher used the following data collection methods.

Interview

Hennink, Hutter, and Bailey (2011) explained interview as a one-to-one method of data collection that involves an interviewer and an interviewee discussing specific topic of concern or a discussion for the purpose. Robson (2011) as well explains interview as a research method that typically involves a research asking questions and hopefully receiving answers from the people the question is asked to. This method is widely used in social research and psychological research (Hennink, et.al, 2011). The researcher used this method basically to the head teachers. The researcher shall use a semi-structured interview. A semi-structured interview has an interview guide with a laid set of questions (Robson, 2011). He further added that it serves as a checklist of topics to be covered and a default working and order for the questions, but the working and order are substantially modified based on the flow of the interview and additional unplanned questions are asked to follow upon what the interviewee answered.

The researcher chose to use interview for head teachers because of the following reasons;

1. It involves a face to face interaction with the respondents will enable more data to be generated through non verbal cues.
2. It will enable the researcher to get personal stories and experiences on how violence against learners with special needs is being managed.

• The researcher will have time to probe more information from the head teachers.

1. Since the head teachers are few, the researcher can get time to meet them all individually.

However, this method may pause some challenges which include:

It consumes time since there will be an in-depth discussion with one participant at a time.

It is costly since the research needs to plan for interview guide alongside a recorder.

Sometimes the researcher may fail to form good rapport, through use non motivational probes to the interviewee.

Questionnaire

This refers to set questions both structured and semi structured questions given to respondents to record in their responses. (Ronaldson, 2001). It has the following advantages.

1. It saves time
2. It is always well planned and focused
3. The respondents selected can read and write
4. It makes using  it to distant respondents easy
5. It is very cheap to use much as it is difficult to be designed
6. Any person other than the researcher his/her self can distribute the questionnaire

Focused group discussion

Hennink, et.al (2011) defined focused group discussion as an interactive discussion between six to eight pre-selected participants led by a moderator and focusing on specific set of issues. This method shall be used for collecting data from the learners with special needs. The researcher shall develop a guiding question to guide the group discussions as he records the findings.

The researcher chose to use focused group discussion for the following reasons;

1. Since there are many learners from different schools, they can easily be reached to in the small groups.
2. It saves time rather than contacting all the individual learners once at a time.

• The findings can be debated and justified by the group.

1. The respondents’ view can be supplemented by their peers hence making the discussion enjoyable.

However, there are as well challenges that this method can bring which include;

1. Some respondents may dominate the discussions. Therefore, it is the duty of the researcher to balance responses.
2. Some respondents may fear to open up due to group influence/social pressure.

• The response is less confidential.

3.6 Procedure for data collection

The researcher prepared all the fore mentioned tools earlier and organizes them systematically for use. An introductory letter was obtained from university to introduce the researcher to the respondents. Upon reaching the venue for the data collection, the researcher obtained a clear permission from each of the selected schools to allow him interact with both the teachers and the learners. The researcher interviewed the head teacher from his office this enabled him checked for further information from the official documents. For teachers, the researcher distributed the designed questionnaires to each individual teacher selected and are advised to get a convenience place to fill in the information required but were allowed to fill it each individually. The learners with special needs selected were gathered I one place which was conducive enough and interviewed together in groups. This procedure was used in both the schools selected for the study

• Ethical considerations

The researcher ensured that;

1. All the respondents’ responses were are kept confidential.
2. All the information gathered were used for the purpose of the study strictly.

• All the respondents were given their due respect during the study

1. The researcher was introduced to the respondents by the university by the introductory letter.
2. The researcher did not dilute the responses obtained from respondents.

CHAPTER FOUR

DATA PRESENTATION, INTERPRETATION AND ANALYSIS

This chapter presents the findings of the study. It comprises of data presentation. Interpretation and analysis. Laid down according to the study objectives.

The purpose of the study was to investigate the management of violence against children with special needs in inclusive schools.

The investigation was guided by specific objectives as sated below;

1. To find out the different forms of violence against children with special needs
2. To find out ways teachers employ to eliminate violence against learners with special needs

• To find out how schools are empowering learners with specific needs in inclusive schools

Presentation of findings under objective one

Table II: To find out the different forms of violence against children with special needs

The findings in the above table indicate that 10 out of 24 representing 41.7% of the respondents revealed that corporal punishment is a form of violence against children with special needs. While 0.7 of the 24 respondents requesting 29.1% added bullying. 04 of the 24 respondents which is 16.7% mentioned emotional violence. 02 out of 24 respondents representing 8.3% agreed to poor learning environment while o1 out of the 24 respondents that represents 4.2% agreed to isolation as a form of violence.

Presentation of findings under objective two

Table III: To find out ways teachers employ to eliminate violence against learners with special needs.

The findings presented above indicates that 10 out of 24 respondents representing 41.7% guidance and counseling is one of the ways teachers employ to minimize violence against learners. 6 out of 24 representing 25% of respondents mentioned use rules and regulations. 4 out of 24 respondents representing 16.7% agrees to rewards and punishment as a means to eliminate violence, 2 out of 24 respondents which represent 8.3% of the respondents mentioned involving parents whereas 2 of 24 representing 8.3% of the respondents also highlighted use of good teaching methods.

Presentation of findings under objective three

Table IV: To find out ways how schools are empowering learners to overcome violence.

The above findings indicates 9 out of 24 respondents stated that learners should be encouraged to report cases of violence to relevant authorities such as teachers, parents, school administration, police etc. 6 out of 24 representing 25% of the respondents suggested forming clubs at schools as an empowerment tool against violence, 4 out of 24 of the respondents representing 16.7% agreed to assigning learners leadership roles and sensitize learners on their rights respectively while 1 out of 24 respondents representing 4.1% stated that team work is another way of empowering learners

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATION

Introduction

In this chapter, the researcher presents the discussion, conclusion and recommendations on this topic which is management of violence against learners with special needs in inclusive schools

Discussions

The discussion is presented basing on the objectives.

Discussion on objective one

To find out the different forms of violence against learners with special needs.

The findings in table II shows 10 out of 24 respondents representing 41.7% states that corporal punishment is the main form of violence against learners with special needs.

UNICEF (2014) states that corporal punishment is the most common prevalent form of violence against children in inclusive schools where there are both ordinary and learners with special needs, they further stressed that this is committed as a result of trying to enforce discipline in schools.

Whereas 07 out of 24 respondents representing 29.1% of the respondents mentioned bullying as another form of violence. There learners are bullied by their fellow learners because of some deformities on their body parts, the way they communicate, their appeaence, others look at them as different individuals while others experience online bullying through the forms of derogatory statements, bad pictures and videos.

Williams (2012) also added that children with special needs are in most cases suffer from violent discipline and bullying by their peers as a result they end up in different situations.

Some learners experience online violence in form of cyber bullying such as bullied messages, indiscipline pictures and bullied messages. This is becoming increasingly as a result of increased access to internet materials and social Media. UNICEF (2017) further stressed that physical violence is the most common violence perpetuated against children with special needs in schools which includes bullying and inflicting physical pain through beating.

4 out of 24 of respondents representing 16.7% indicated that emotional violence is another form of violence inform of giving nick names, insults, offensive remarks etc. emotional violence occurs among peers for example making offensive remarks, nick names, insults, bad touches which inflicts psychological pain to the affected learners. (Brand, Shim, Setsinger and Dumas 2003)

Another fraction of 2 out of 24 representing 8.3% of the respondents stated that poor class environment is another form of violence against learners with special needs inform of poor access to classroom, poor toilet facilities and teachers not catering for learners individual differences.

Mortuglu (2011) states that not creating environment of first and care that children need may be a violence against them.

1 out of 24 of the respondents representing 4.2% of the respondents mentioned isolation of learners by their peers and teachers during play activities and classroom engagement as a form of violence against learners with special needs in inclusive schools.

However, making learners study in an area perpetuated by violence is an evil that everybody should fight against. Schools should be a safe place for all children to learn. Violence and abuse in schools defeat the purpose of education, forces children to drop out, perform poorly and fail to succeed in life (Hills 2017)

Convention on the right of the child (CRC) (1989) provides all children have a right to quality education that respects their human dignity and promotes overall development

Discussion under objective two

To find out ways teachers employ to overcome violence against learners with special needs in inclusive schools

Table III shows that 10 out of 24 respondents representing 41.7% states that guidance and counselling is one of the means to eliminate violence against learners with special needs in inclusive schools

Learners who are aggressive, impulsive and rebellious should be talked to UNICEF (2017) states that schools should offer guidance to learners, includes programs such as conflict resolution and instill problem solving skills and offer social skills to learners. This will help modify their behavior positively. The researcher too agrees with the respondents since guidance and counseling helps to shape the behavior of learners and helps one to overcome the difficulties experienced.

4 out of 24 respondents representing 16.7% of the respondents mentions reward and punishment as a tool of eliminating violence by teachers.

Those learners who displays desired behavior are rewarded whereas those with undesired behaviours are punished. Lamb and Watson (2017) stated that teachers can implement a zero tolerance to violence through designing punishment for those who perpetuate violence as this will deter learners from behaving violently.

Gershoot E.T. (2017) also added that teachers should discuss and adopt the desirable outcome of violent disciplinary measures Pinhero P.S. (2006) also supported by saying teachers can adopt non-violent strategies of discipline management such as privilege removal, apologizing etc. this is a non-violent means of punishment

2 out of 24 respondents representing 8.3% also mentioned involving parents as a measure of eliminating violence as most learners would want to behave positively before their parents while at school. This may be in form of school community practices where both parents and teachers work together to create a violence free environment for learners (CDC, 2018).

Another 2 out of 24 responds that takes a percentage of 8.3% respondents suggested good teaching methods as an ideal measure to eliminate violence against learners with special needs as it eliminates boredom in learners and they are kept busy. This can be in combination with good classroom technique such as cooperative learning, close supervision, and reduce classroom disruption and promotion of pro-social interaction (CDC-2008) Report.

Discussion on objective three

 How schools are empowering learners to overcome violence against them in inclusive schools.

As noted that some violence may occur in the absence of teachers and school administration. Therefore learners needs empowerment so that they can overcome violence on their own.

Table IV indicates that 9 out of 24 respondents representing 41.7% said learners should be encouraged to report cases of violence to their teachers, report cases of violence to their teachers, school administration, parents and other authorities. This will enable the perpetuators brought to book and be accountable

Forming clubs such as childs right club, PIASY club, straight talk and young talk clubs helps to empower learners to fight violence against them. This was revealed by 6 out of 24 respondents representing 25% of the total respondents. Through those clubs, learners are able to share ideas and come up with good decisions that supports their safe stay in schools

Assigning learners leadership roles is another empowerment tool revealed by 4 out of 24 respondents, rationing to 16.7% of the total respondents. Making learners with special needs others empower them through boosting their self-esteem, confidence, assertive which are a tool to fighting violence. This will also encourage them to take responsibilities of maintaining safe place and offering support to one another (Hellen C.2007)

In addition to the above, another 4 out of 24 respondents which is also 16.7% of the respondents observed that sensitizing learners on their right is another empowerment towards fighting violence. When learners know their rights, they can stand firm to defend it and report any cases of abuse to the necessary authorities, finally 1 out of 24 respondents representing 4.1% of the respondents mentioned team work as a means of empowerment to eliminate violence by learners with special needs, are they say united we stand and it is better to fight for a common course together.

Conclusion

The purpose of the study was to find out the management of violence against learners with specific needs inclusive schools.

The study finding revealed that the most common form of violence against learners with special needs are corporal punishment in a bid to enforce discipline and bullying mostly perpetuated by mostly the leaner to learner.

In order to eliminate violence against learners with special needs in inclusive schools, teachers should conduct guidance and counseling, formulate rules and regulations and use rewards and alternative means of punishments such as privilege removal, time out, and apology.

On the other hand, to encouraging learners to report any violence act perpetuated on them and forming clubs at schools are the major empowerment  means that learners needs in order to empower them to overcome violence against them on their own. The finding revealed that learners should be empowered to report cases of violence, form clubs at schools and encourage learners with special needs to take on leadership positions.

Recommendations

In relation to the study, researcher has made the following recommendations;

• Teachers should focus on their alternative forms of punishments in order to discipline learners in order to avoid corporal punishments
• Teachers should educate learners on the dangers of bullying so that learners study at peace in schools
• Guidance and counseling should be strengthened in schools so that learners’ behavior is shaped.
• Learners should always be supervised in order to find out what is happening to them when they are alone
• Teachers and parents should set good examples to their learners by not being violent both at home and schools
• Parents and schools should collaborate to foster a violence free learning environment for their children

INTERVIEW GUIDE FOR HEAD TEACHERS

Dear respondent

I am o student of Kyambogo University pursuing Bachelor’s Degree (Special Needs) course. As a course requirement, I am conducting a research on the topic “management of violence against learners with special needs in inclusive schools in Nyaravur Sub County”. Your school has one of the schools to take part in the study. I therefore kindly request you to spare some time and take part in this study as one of the respondents. The data collected will be treated with high level of confidentiality and only be used for the purpose of this study.

1. Name of the school…………………………………………………………….
2. Number of teachers

Total enrolment

1. What are some of the major violence acts learners with special needs experiences in this school?
2. What are some of the mechanisms that the schools have put in place to address the issues of violence against learners with special needs in this school?
3. How are the teachers being prepared to handle cases of violence against learners with special needs in this school?
4. How are learners being empowered to handle the cases of violence against them in this school?

Thank you for your participation

QUESTIONNAIRE FOR TEACHERS

Dear respondent

I am o student of Kyambogo University pursuing Bachelor’s Degree (Special Needs) course. As a course requirement, I am conducting a research on the topic “management of violence against learners with special needs in inclusive schools in Nyaravur Sub County”. You have been chose one of the respondents to take part in the study. I therefore kindly request you to spare some time and take part in this study as one of the respondents. The data collected will be treated with high level of confidentiality and only be used for the purpose of this study.

Kindly tick one of the most correct response.

1. What are the most common violence that the learners with special needs experience in this school?

• Bullying
• Physical violence e.g. corporal punishment, beating.
• Sexual violence e.g. defilement, bad touches, rape
• Emotional violence e.g. use of abusive language, labelling.

2. What are some of the ways you as teachers employ to manage violence against learners with special needs in this school?

• Reporting to school administration for action.
• Reporting to parents for action.
• Reporting to police and other local authorities.
• Do not report

3. Kindly share with us other ways you think violence can be best handled in this school

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. How have you empowered learners with special needs to overcome violence against them in this school?

• Encouraged learners to report the case for further management.
• Forming Childs Right Club in school.
• Sensitizing them periodically on issues related to violence.
• Not empower at all

5. Kindly share with us other ways you have employed to help learners with special needs to overcome violence against them. .………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………..

Thank you so much for your time

A GUIDE FOR FOCUSED GROUP DISCUSSIONS WITH LEARNERS.

Dear learners,

I am o student of Kyambogo University pursuing Bachelor’s Degree (Special Needs) course. As a course requirement, I am conducting a research on the topic “management of violence against learners with special needs in inclusive schools in Nyaravur Sub County”. You have been chose one of the respondents to take part in the study. I therefore kindly request you to spare some time and take part in this study as one of the respondents. The data collected will be treated with high level of confidentiality and only be used for the purpose of this study.

Kindly give your independent responses to this questions below.

1. What are some of the different kinds of violence you and your friends experience in this school?

2. Who are the main perpetuators of these violence act to you or your friends in this school?

3. How have your teachers supported you or your friends incase these violence acts happens?

4. How have the school empowered you or your friends to overcome violence in this school?

5. Kindly share with us how best do you think the school can support you best to overcome violence at your school?

Thank you for your participation.