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Rethinking Behavior Management in Inclusive Education Through A Relational Ethics Lens

Francesca Latino, Generoso Romano, Francesco Tafuri

Abstract

In recent decades, behavior management in inclusive education has been heavily influenced by normative, behaviorist, and surveillance-based paradigms that frame student conduct as something to be monitored, regulated, and corrected. These approaches often operate within frameworks of control, discipline, and conformity, marginalizing students whose behaviors deviate from institutional norms, particularly those with disabilities, special educational needs, or trauma-related challenges. This literature review critically examines dominant models of behavioral regulation in inclusive classrooms and investigates their epistemological and ethical underpinnings. Drawing from interdisciplinary research in disability studies, critical pedagogy, trauma-informed education, and restorative practices, the article advocates for a paradigmatic shift from surveillance to trust. It explores alternative frameworks grounded in relational ethics, care theory, and the recognition of student behavior as a meaningful form of communication rather than mere disruption. By focusing on the relational and contextual dimensions of behavior, the article highlights how inclusive education can be reconfigured as a space of dialogue, empathy, and co-responsibility. The review ultimately argues for a redefinition of pedagogical authority, one that fosters trust, co-agency, and mutual respect, challenging educators to cultivate inclusive environments where students are not merely managed but authentically engaged as valued participants in their learning communities.

Keywords

Inclusive EducationNormalityDisability StudiesImperfectionCritical

References

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