Title of Presentation or Performance

The Restorative Practices and Autism

Major

Educational Studies

Type of Submission

Poster

Type of Submission (Archival)

Event

Area of Study or Work

Educational Studies

Expected Graduation Date

2022

Start Date

4-9-2022 11:00 AM

End Date

4-9-2022 11:30 AM

Abstract

In order to effectively implement restorative practices in schools, it is important to build relationships, trust, and respect in the classroom environment. Restorative practices refer to building healthy relationships as well as repairing the harmed relationships in a classroom community using empathy, accountability, and respect for others (Silverman & Mcee, 2018). Doing so allows children to reflect on their behavior, calm their bodies, and create a bond with the teacher. Creating a respectful and safe classroom environment for students of all backgrounds paves the way to restorative justice. Restorative justice is tied strongly to restorative practices, whereas restorative justice is non-adversarial in retributive justice (Drewery & Kecskemeti, 2010). Navigating classroom management widely depends on the specific and unique needs of the students. Children with autism are greatly impacted by their teacher’s response to intervention. Creating a safe and reputable environment for students with autism is essential in both their own and their teacher’s success. This research will delve into the deep socioemotional impacts of restorative practices, or lack thereof, on children with autism. Analysis of peer-reviewed research resulted in much of the research about restorative practices and minority experiences in rural schools. Key words used to find these research studies consisted of autism, restorative practices, retributive justice, social justice and classroom management, and classroom behavior. This literature review centers on the importance of restorative practices in the classroom as socially and emotionally beneficial to students with autism and that it should be implemented.

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Apr 9th, 11:00 AM Apr 9th, 11:30 AM

The Restorative Practices and Autism

In order to effectively implement restorative practices in schools, it is important to build relationships, trust, and respect in the classroom environment. Restorative practices refer to building healthy relationships as well as repairing the harmed relationships in a classroom community using empathy, accountability, and respect for others (Silverman & Mcee, 2018). Doing so allows children to reflect on their behavior, calm their bodies, and create a bond with the teacher. Creating a respectful and safe classroom environment for students of all backgrounds paves the way to restorative justice. Restorative justice is tied strongly to restorative practices, whereas restorative justice is non-adversarial in retributive justice (Drewery & Kecskemeti, 2010). Navigating classroom management widely depends on the specific and unique needs of the students. Children with autism are greatly impacted by their teacher’s response to intervention. Creating a safe and reputable environment for students with autism is essential in both their own and their teacher’s success. This research will delve into the deep socioemotional impacts of restorative practices, or lack thereof, on children with autism. Analysis of peer-reviewed research resulted in much of the research about restorative practices and minority experiences in rural schools. Key words used to find these research studies consisted of autism, restorative practices, retributive justice, social justice and classroom management, and classroom behavior. This literature review centers on the importance of restorative practices in the classroom as socially and emotionally beneficial to students with autism and that it should be implemented.