Research Article Analysis of the influence of acceptance levels, equality, and involvement of children with special needs on the reduction of violence in inclusive schools based

Abstract

This study addresses the serious issue of violence in inclusive school settings, which impacts the safety and well- being of students, especially learners with special needs. The purpose of the study was to explore the relationship between the level of equality, acceptance, and engagement of learners with special needs and acts of violence in inclusive schools. The method used was a quantitative descriptive approach, with data collection through an online questionnaire involving 110 respondents. Data were analysed using multiple linear regression with SPSS software. The results showed that 65% of respondents agreed on equality, 89% expressed acceptance, and 89% were involved in school activities. A decrease in acts of violence was reported by 51% of respondents. Statistical tests showed that acceptance (p = 0.039) and involvement (p = 0.003) had a significant effect on violence reduction, while equality showed no significant effect (p = 0.442). The coefficient of determination (R²) showed that 30.9% of the variation in violence reduction could be explained by these three variables. This study emphasises the importance of acceptance and engagement in creating an inclusive and safe school environment for all students