SOCIAL, FAMILY, AND SCHOOL FACTORS IN THE EXPRESSION OF AGGRESSIVE BEHAVIOR IN CHILDREN AND ADOLESCENTS WITH DISABILITIES: CONTEMPORARY APPROACHES IN SPECIAL EDUCATION AND SOCIAL INCLUSION
DOI:
https://doi.org/10.46827/ejes.v13i8.6932Parole chiave:
disability, aggression, special needs education, inclusive education, social inclusion, familyAbstract
Aggressive behavior in children and adolescents with disabilities is a complex psychosocial phenomenon which significantly affects their development, social adjustment, quality of life, educational progress, and the social inclusion process of children with disabilities. Although disability does not constitute a causal factor for aggressive behavior, the communication difficulties, the experiences of social exclusion, prejudices, and environmental limitations can contribute to the development of aggressive reactions. The purpose of this article is to theoretically investigate the factors associated with the emergence of aggression in children and adolescents with disabilities, with a particular emphasis on the role of family, school, and social interactions. Through the synthesis of Greek and international literature, the importance of inclusive education, family support, and social acceptance for the prevention and addressing of aggression is highlighted. The results indicate that developing positive social relationships and implementing holistic interventions can contribute substantially to improving the psychosocial adjustment of individuals with disabilities.Riferimenti bibliografici
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