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Regardless of exceptionality, the needs, feelings, and abilities of each person involved are central to understanding the harm done, and finding a way forward to a better future through Restorative Justice. For the exceptional student this system provides a meaningful pathway to being better understood by their peers, both in the harms that may be done to them, but also the harm to the community that they may be responsible for. So how do we go about using Restorative Justice techniques in special education? What considerations should we make?
The central question to answer before proceeding with a restorative process is whether it is appropriate for a student. Will they be able to participate in a meaningful way with appropriate supports that will enable the expression of their feelings and needs, and the understanding of the feelings and needs of others? In-school teams, IEP documents, and other staff may need to be consulted to ensure that Restorative Justice is the right means of addressing the situation for a student. You should also speak to the facilitator who will implement the Restorative Justice process in your situation to discuss the specific process that they were considering. Whether face to face mediation, a questioning process, community circles, peacemaking discussions, or other common RJ techniques, we must take into account the needs of the students in our classrooms when implementing restorative processes.
When a decision has been made to move ahead with a Restorative Justice intervention, consulting with your in-school team, reading through the IEP, and consulting with support staff for any student who is to be involved in the Restorative Justice process will help you make good decisions about an appropriate course of action, and what, if any, accommodations or modifications would be beneficial.
Often times schools begin implementing Restorative Justice frameworks with techniques that rely heavily on verbal communication and auditory processing. Would any students in your class have difficulty participating fully in such a technique? What accommodations or modifications can be made to fully enable their participation?
In some cases, having an advocate may be beneficial for a student. An advocate can lend moral support, facilitate communication, help the student be better understood by their peers, and speak for the rights and needs of the student where required. An advocate may also be able to help other students understand the capabilities and behaviours of the student for whom they are advocating. Advocates should be carefully selected and have a good understanding of the situation. This can be a very difficult task.
Using drawings, pictures, and visual prompts may also help students with exceptionalities express themselves more fully in the Restorative Justice process. In one study on bullying involving young people with Cerebral Palsy, researchers used common images of harm within the school community and asked participants to point to or circle things that had happened to them personally, or that they had committed themselves. They also provided images of common places from students lives to understand where this had happened.
Creating physical space for processing and thinking about feelings before a restorative process might also be beneficial. Set aside an areas in the room or the school that allows students to spend time thinking without distractions. This space can include images, words, toys, art supplies, and other prompts that help students find ways to express their feelings and needs. Provide support and personnelle where needed to collect, and clarify student ideas as they arise.
Restorative Justice interventions can be used for a wide-range of situations within the school community where there is harm to people and relationships, but should always be facilitated by staff with deep knowledge of the process, and adequate training. Your task as an educator of exceptional pupils involved in an RJ process, is to provide meaningful, creative, and expansive ways for students to express themselves. The process will be dynamic and beneficial as exceptional students learn skills for self-expression and self-advocacy, and all students come to a more thorough and deepened understanding of one another as they address harm together.
References:
British Columbia Association for Community Living (2006). Restorative Justice and People with Developmental Disabilities. Retrieved from http://www.inclusionbc.org/sites/default/files/CL_Booklet_Community_Living_0.pdf
Inglish, J. (2014). "Restorative Justice Practice in Special Education: Resolving Conflict and Promoting Equity for Students with Disabilities (Webinar Transcript)." Retrived from http://www.directionservice.org/cadre/restorativejustice.cfm
Morrison, B.E., and Vaandering, D. 2012. “Restorative Justice: Pedagogy, Praxis, and Discipline.” Journal of School Violence, 11(2), 138-155.
Webb, D.L. (2010). "My Classroom's Journey with Restorative Practice." Retrieved from http://www.iirp.edu/article_detail.php?article_id=NjU4