Date of Conferral
8-6-2024
Date of Award
August 2024
Degree
Ph.D.
School
Education
Advisor
Christina Dawson
Abstract
Researchers have shown that restorative processes in middle school improve adolescents’ social and emotional skills during a critical time in their academic development, and educational systems worldwide have developed multitiered systems of support to ensure that restorative processes are integrated into the learning culture. This narrative study aimed to explore middle school educators’ experiences with the implementation of restorative practices and their perceptions of how the strategies within the practices affected the academic engagement of students of color receiving special education services in inclusive settings. The four pillars of social control theory (attachment, commitment, involvement, and belief) and facets of adolescent development formed the framework of the study. Data were gathered through semistructured interviews with nine internationally recruited educators who co-taught middle school for students of color with special needs in an inclusive setting. Data analysis included emic and etic coding and followed an interpretive phenomenological process. The participants agreed that the integration of restorative practices into their daily classroom routines resulted in a positive impact on overall learning. They felt that students with special needs developed academically and gained a sense of place and purpose in the learning environment. They also noted progress toward meeting Individualized Education Program goals and gains toward grade-level competencies. This research informs positive social change by illuminating the importance of integrating restorative processes to foster an inclusive and supportive educational setting that promotes the academic development of all learners, especially those with special needs.
Recommended Citation
Massey-Vukovic, Mynda J., "Middle School Co-teacher’s Experiences Using Restorative Practices in Inclusive Environments to Support the Learning of Students of Color with Special Needs" (2024). Walden Dissertations and Doctoral Studies. 16258.
https://scholarworks.waldenu.edu/dissertations/16258
