Role of Support Staff in Improving Peer Mediation and Conflict Resolution among Individuals with Learning Disabilities

Abstract

This paper seeks to explore and understand the role of support staff in providing quality support in peer mediation and conflict resolution among individual with learning disabilities. Peer mediation was introduced to individuals with learning disabilities in a 76-hour of peer mediation training and ‘understand my emotion’ training. Three peer mediators were trained and supported by the support staff during peer mediation as their experiential learning. Observation and focus group interviews were conducted for data collection and analysis in three phases. The findings indicate that when individuals with learning disabilities are given the opportunity to speak up and practice their rights through peer mediation, they are able to mediate conflicts among their peers progressively. Peer mediation has improved their self-confidence through the quality support given by the support staff. The role of support staff is important in the perception, support and collaboration as a progressive learning development alongside individuals with learning disabilities. In promoting the ability and potential of individuals with learning disabilities, the role of support staff was challenged in its implication of perspective and practice. The value of collaboration is vital for the transforming potential of self-advocacy toward realizing inclusive practice with quality support in the community.