Abstract

Restorative Practice (RP) is an effective approach to discipline that has the potential to transform behaviour by focusing on building and restoring relationships. This practical guide explains how to implement restorative approaches with young people with special needs in educational or residential settings.

The book explores how RP is being used in general terms and through a number of case studies looks at how RP needs to be adapted for those with additional needs including Autism Spectrum Disorder, ADHD, Foetal Alcohol Spectrum Disorder, Intellectual Disability and communication difficulties. It includes guidance on particular issues such as staff facing crises, the issue of physical restraint and additional support parents require.

The book will be of interest to restorative practitioners, educational professionals including headteachers, teachers and SENCOs in both special education and mainstream schools and residential care leaders and staff.

When students with special needs get in trouble in school, they are often punished for behavior they can barely control. In this highly readable, incisive book from two pioneers of Restorative Justice, Burnett and Thorsborne craft a tailored response that offers these students both accountability and much-needed support.
David R. Karp, PhD, Professor of Sociology, Skidmore College, NY
Every now and again two worlds collide in the happiest of ways. This book is such a phenomenon. By melding theory, research and practice in restorative approaches to addressing special needs, Burnett and Thorsborne have effectively provided a tour de force: a rigorous but compelling read that will make a positive difference in learning outcomes for students and those who engage with them. I especially liked the grounded and sequential approach supported by relevant sources and vignettes. A first rate book in a complex area.
Michael Arthur-Kelly, Assistant Dean in Special Education, University of Newcastle
I cannot recommend this book highly enough without resorting to clichés. We have needed this book for many years and it answers so many of the questions I have heard asked, and yet not felt confident or experienced enough in this field myself to answer. It really IS a book every school and local education authority must have, not tucked away on a shelf but open, and well thumbed, on everyone's desk. It really MUST be required reading for every educator, support teacher and psychologist working with young people who have special needs and their caregivers. This book is set to become the 'Bible' in this field. Thank you and well done Marg, Nick and the inspirational folk who contributed their helpful case studies.
Belinda Hopkins, Founder and Director of Transforming Conflict, the National Centre for Restorative Approaches in Youth Settings
Nick Burnett is Managing Director of Nick Burnett CCP Pty Ltd and Director of Team-Teach Asia Pacific Pty Ltd. He has over 15 years' experience in SEN Schools in the UK including 4 years as a Headteacher. He lives in Queensland, Australia. Margaret Thorsborne is a pioneer of Restorative Practice in schools, a co-founder of Restorative Practices International and Managing Director of Margaret Thorsborne and Associates, a company based in Australia and the UK, committed to improving the way people relate to each other in the workplace, schools and other communities. She lives in Queensland, Australia.
Restorative Practice in education settings has become an important way of addressing a range of social challenges presented by students. This is especially so in Special Needs Education, where it has become acknowledged as an intervention of choice for an increasing number and range of students. This is therefore a timely book. It gives professionals at all levels and others supporting them a necessary insight into this approach, offering practical ways in which restorative approaches can result in better teaching, better learning and more socially inclusive schools.
Prof Philip Garner, Professor of Education, University of Northampton
This is an important book at an important point in the development of Restorative Practices. With its commitment to restorative ideas of accountability, responsibility and healing, it will help all those working with children with special needs to develop new, deeply inclusive ways of working that bring benefit to children and teachers.
Dr Gillean McCluskey, Moray House School of Education, University of Edinburgh