How can teachers resolve conflicts with students who have disabilities?

In my experience there is something I set as a priority in the classroom: core values! So all students know that those values are our first goals! As a teacher is my duty know my students and their talents as well as their weaknesses. The best way to solve conflicts is working with these values and help children to complement each other.

Knowing a student well enough to anticipate a conflict may help lessen the impact or avoid it altogether. Is there something in the classroom environment that can be adjusted? Is there a way to prepare a student for a task or event ahead of time? There was once a student in our school who was very sensitive to loud noises. In order to avoid a major outburst from a fire drill, we told her about it ahead of time and had her exit the classroom in a way that avoided a big speaker.

In my opinion two most important things are need first Promoting Empathy and Understanding: Exercise empathy by connecting with their experiences and refraining from making presumptions about their capabilities or constraints. Secondly, Fostering Open Communication: Uphold transparent communication channels with the student. Inspire them to articulate their worries, choices, and requirements. Demonstrate active and patient listening to gain insight into their perspective.

It is vital to listen to all the voices on the classroom. Make sure other students are aware of what potential triggers may be, sharing with them Only what the student is willing for people to know. The voices and experiences of the rest of the class have to be considered too. They have a right to learn as well. In my experience, proactive conversations with the student before teaching them to understand barriers, than establishing what they are happy to share with others, followed by conversations with the class creates empathy and makes for a positive classroom environment

Conflicts with anyone (being a specially abled person or not) is because of two different point of views. Source of conflict cannot be avoided, but it may be mediated out because both the parties in question are expected to be reasonable. Clearly, ignoring a conflict would only benefit the wrong party and send a wrong message to everyone else. Teaching empathy and belongingness is a great way to avoid or prevent such conflicting events.

Communicating empathy and respect sends the message “I see you,” without criticism or judgement. This way everyone can be heard.

Yes to all of the above. I would add that a culture needs to be established from day one. Students voices should be the one articulating what's needed in order to establish this safe, inclusive and validating space. Further, whenever their are negative behaviors, students need to be reminded of the provisions they articulated are necessary for them, all, to achieve their collective and individual goals.

In most cases students with dissabilities learn the best in the heat of the moment. What is key is that the educator now becomes a mediator. Mediators exhibit non-bias, open, no judgement, empathetic and straightforward communication between two or more parties. Simulating the right way to learners how to handle conflict helps a lot. Now we learn from each other and we try to handle events with learned social skills in the future.

I often use the phrase "I need your help to figure out how to avoid this from happening in the future. What can I do to help you be the amazing person I know you are?"

I am currently teaching a great group of young adults with disabilities and interesting enough for the first few weeks - we had an ongoing conversation about the importance of being respectful to each other within the classroom. As a teacher I always ensure to remain an active listener (without interrupting or judging). I agree this is key. I ensure to stay positive and supportive within the class with all of the students (and hope that this is a model to the students to use among each other). I remind the students the class is a safe environment and each person is able to voice there opinion within the classroom (without judgement). Compared to the beginning weeks the classroom has become more harmonious.

Collaboration is sometimes easier said than done. Often emotions run high from both parents and school, making collaboration hard. I remember a time when I tried to create a team with parents to support a young child. When I asked for the parents’ input, the response was, “What are you asking me for? You’re the professional.” Since then, I learned to start building a relationship by sharing all the positives I see with their child long before I try to enlist parents as members of the team. It works most of the time.

Keep a track record by means of parent contact forms. Each time a parent meeting takes place, remember to update this information in the learner's profile. Include decisions made and goals also. This information supports the next grade teacher and they get to know how far the learner has evolved in handling conflicts as a life strategy. Ultimately, we are helping students to become responsible adults in their journey.

I think we need to give them some 'space' to be able to respond appropriately to our demands. 'Space' in the sense that we must identify what the impediment is and understand that it exists and give ample time for them to 'absorb' and 'respond'. If that is not done, there will always be conflicts borne out of impatience on the side of the instructor and frustration on the side of the student for not being 'understood'. Being understood meaning taking cognizance of the student's peculiarities and giving ample time for student's 'reaction'. We must work out of the box for this to be a smooth run on all sides. Each student must be understood!

Parents have a catalogue of tips that help their child. When discussing an incident it can be useful to ask parents what they do at home to avoid or resolve similar behaviours. Consistency between the child's home and classroom assists the child in developing self-regulation skills.

Ask parents what has worked for their family so far. If you have experience with the disability, share what has worked with you given your teaching style, course, and course dynamic. Communication is essential in order to collaborate and create a learning plan for the student.

Also, know that some days, children, like adults, have a difficult time self-regulating. Developing a routine prior to learning that allows children to reflect on how their hunger, fatigue, and loneliness might contribute to their ability to learn and participate in the class can prevent learning disruptions. Honouring the child's self-reflection can be achieved by offering 2 or 3 activities that the child can do that best suit their present state of being. Universal design is often taught to teachers without understanding that it is a tool that can be used to teach self-regulation.

This section is towards the end of the article, but implementing solutions that meet everyone's needs is cyclical. These conflicts can be prevented rather than simply crisis managed.

Keep parents or guardians informed and involved in the conflict resolution process. They can provide valuable insights and support. Further, keep records of any conflicts, the steps taken to address them, and the outcomes. This documentation can be useful for tracking progress and involving other professionals when needed.

Respecting the readiness level, learning style, and learning pace of each child will make the learning environment inclusive. The curriculum should be child-driven. Modified strategies/need-based learning activities do settle the children and make learning a joyful experience. An educator should be flexible when it comes to the execution of the plan. Sometimes just listening to the child, being in the moment, and collectively reflecting on self-actions do help. The vulnerability of the educator when expressed to the learners helps learners develop a growth mindset.

Just as we all have a unique finger print, so we all have unique learning styles. Even if "we" fell/called in "normal learning style". When we reflect on our own childhood challenges, instantly we understand and empathize with the student standing in front of us "with disability".

Teachers are critical in fostering an inclusive and supportive learning environment for children with disabilities. When conflicts between teachers and these kids emerge, it is critical to address them effectively and sensitively. Understanding the student's particular requirements, using positive behavior support, and de-escalation tactics can all help to some extent.

I always love to insist that in handling conflicts, we should deal with the issue and not with the person. That way, the child understands what the issue is, what should have been done differently, and the way forward. It makes it easier to get through to the child.

I would love to share a personal experience. Long before I became a social worker, I was assisting in a school, where I met a teenager who was lagging behind academically and yet to have a grasp of her letters. This girl was always reading backwards which got me so baffled. Of course, I referred her case to the school head, but there was no one to help her. Now I know this girl had a learning disorder called dyslexia. So, I conclude by saying, teachers should be well trained on learning disorders and how to manage them.

In a lot of cases, educators are not cognizant of whether a student has a disability unless the disability manifests itself as a physical attribute. However, when conflict occurs it is important to take a moment and emotionally regulate yourself and then proceed with the mentioned steps. A lot of times, there is a "knee-jerk" reaction when we feel a student is disrespectful or not reaching what we consider their potential. We assume it is due to factors they can control. If we take time to communicate, show empathy, and collaborate with the student and their support systems we can reach solutions that are student-centered. At the end of the day, we should want the student to develop as a learner and person.

After conflicts are resolved, take time to review and reflect on the situation. Perhaps discuss with the student what could have been done differently to prevent similar conflicts in the future.