Prevalence and Prevention Strategies of Violence in Special Schools: A Quantitative Survey

• Main Authors: Rukhsana Bashir, Ghulam Fatima, Samina Ashraf
• Format: Article
• Language: English
• Published: CSRC Publishing 2020-03-01
• Series: Journal of Business and Social Review in Emerging Economies
• Subjects: Prevalence; Verbal And Non- Verbal Violence; Students With Hearing Impairment; Prevention Strategies
• Online Access: https://publishing.globalcsrc.org/ojs/index.php/jbsee/article/view/1030

This study was carried out to identify the opinions of students with hearing impairment and their teachers about prevalence of violence in special schools. This research was quantitative in nature and descriptive research method was used to conduct the study. The population of the study comprised students with hearing impairment (SWHI) and their teachers working in public sector schools. Researchers selected 60 students with hearing impairment studying at elementary level (males= 23, females= 37). A sample of 100 teachers were also taken from schools working in Lahore. On the basis of literature review, two structured questionnaires with close ended options were developed. The estimated reliability of teachers’ questionnaire was Cronbach alpha 0.82 and of students’ questionnaire (Cronbach alpha 0.85). Researchers personally visited schools to collect data from students whereas data from teachers were collected through telephone and email. Frequency percentages, mean and standard deviation were used for data analysis. The results of the study indicated that most of students with hearing impairment used to experience non- verbal violence and feel scary before and after school time. Teachers reported that students used to threaten one another, damage school property or personal items. They used abusive language. Schools had taken many initiatives to create healthy and safe environment i.e, appointing security guards to control access to school buildings, increasing monitoring by applying rules and regulations and involving students in conflict resolving activities. However, training teachers, counselling, student tutoring and mentoring are required for healthy school environment.