Self-dehumanization and other-dehumanization toward students with special educational needs: Examining their prevalence, consequences and identifying solutions: A study protocol

Self-dehumanization and other-dehumanization toward students with special educational needs: Examining their prevalence, consequences and identifying solutions: A study protocol

• Sin, Kuen Fung Kenneth The Education University of Hong Kong
• Yang, Lan The Education University of Hong Kong
• Ye, Frank Tian Fang The Hong Kong Polytechnic University

BMC Psychology, 11, 2023

BMC

2023

• E Special Education
  • EB Education for Students with Intellectual Disabilities
• E Special Education
  • EG Inclusive Education

Dehumanization Special Education Students Hong Kong

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

• View Full Text 全文連結

Background: Students with special educational needs (SEN) often face dehumanization, which negatively impacts their mental health, daily functioning, and educational outcomes. This study seeks to address the research gap in dehumanization literature by examining the prevalence, dynamics, and consequences of self-dehumanization and other-dehumanization among SEN students. Moreover, by utilizing psychological experiments, the study aims to identify potential intervention strategies and make recommendations to minimize the negative psychological consequences derived from the dual model of dehumanization. Methods: This two-phase, mixed-methods study incorporates cross-sectional surveys and quasi-experimental designs. Phase 1 investigates the self-dehumanization of SEN students and other-dehumanization from non-SEN peers, teachers, parents, and the public. Phase 2 involves four experimental studies to evaluate the effectiveness of interventions emphasizing human nature and uniqueness in reducing self-dehumanization and other-dehumanization of SEN students, as well as their associated negative consequences. Discussion: The study fills a research gap by examining dehumanization in SEN students, applying dyadic modeling, and identifying potential solutions to ameliorate dehumanization and its negative consequences. The findings will contribute to the advancement of the dual model of dehumanization, increase public awareness and support for SEN students in inclusive education, and promote changes in school practice and family support. The 24-month study in Hong Kong schools is expected to provide significant insights into inclusive education in school and community settings. Copyright © 2023 The Author(s).

• English

Journal Articles

• 20507283

• 10.1186/s40359-023-01178-3

https://bibliography.lib.eduhk.hk/en/bibs/cd6dbd9e

2023-08-10