Self-dehumanization and other-dehumanization toward students with special educational needs: examining their...

Area of Science:

• Psychology
• Education
• Sociology

Background:

• Students with special educational needs (SEN) frequently encounter dehumanization, negatively affecting their mental health, daily life, and academic success.
• A significant research gap exists regarding the prevalence, dynamics, and consequences of self-dehumanization and other-dehumanization within the SEN student population.

Purpose of the Study:

• To investigate the prevalence, dynamics, and consequences of self- and other-dehumanization among SEN students.
• To identify potential intervention strategies to mitigate the negative psychological impacts of dehumanization using psychological experiments.
• To offer recommendations for minimizing the adverse effects of dehumanization based on the dual model.

Main Methods:

• A two-phase, mixed-methods approach combining cross-sectional surveys and quasi-experimental designs.
• Phase 1: Investigated self-dehumanization in SEN students and other-dehumanization by non-SEN peers, educators, parents, and the public.
• Phase 2: Conducted four experimental studies to assess interventions focused on human nature and uniqueness in reducing dehumanization and its consequences.

Main Results:

• The study successfully addressed the research gap concerning dehumanization in SEN students.
• Dyadic modeling was applied to understand the complex interplay of self- and other-dehumanization.
• Potential solutions for ameliorating dehumanization and its negative outcomes were identified.

Conclusions:

• Findings contribute to the advancement of the dual model of dehumanization.
• The research aims to enhance public awareness and support for SEN students in inclusive educational settings.
• Recommendations are provided to foster changes in school practices and family support systems for improved inclusive education.