Restorative Relationships and Inclusive Education

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-10 - Restorative Relationships and Counter-Spaces in Schools

Abstract

The aim of this research is to offer a practice-based model for working effectively with excluded/at risk students in schools. The study adopts a psycho-social approach for addressing excluded students whom emotional, social, and developmental needs often overwhelm their cognitive abilities. Drawing on a longitudinal action research, four key strategies for inclusive teaching practice are presented and illustrated, namely: non-abandonment, reframing, connecting conversation and empathic limit setting. When brought together in a working model, these set of skills lead the building of “restorative relationships” that provide the basis for inclusive education. Building restorative relationships requires the training and institutional support that enables teachers to maintain their well-being in the dealing with the emotional challenges of working with excluded/at risk students.

Authors

• Michal Razer, Oranim Academic College of Education

• Victor J. Friedman, Max Stern Yezreel Valley College