Page 12 - Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs 2007

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Understanding Conflict
Conflict is natural. When it is a catalyst for needed change, it can have a posi- tive outcome. Conflict usually starts when someone decides that current condi- tions are unacceptable and need to be changed. Only one person is needed to start a conflict; others may become involved – whether they wish to or not – in response to this initial impetus for change (Windle & Warren, 1999).
A clear understanding of conflict – both in general and in special education con- texts – is crucial to achieving solutions that meet the needs of the student and that are acceptable to all those involved. This chapter attempts to clarify the fol- lowing aspects of conflict:
common responses to conflict
factors that contribute to conflict reasons for conflict in special education warning signs of potential conflict
Common Responses to Conflict8
In general, there are several common responses to conflict. These include avoid- ance, confrontation, and acquiescence. The strengths and drawbacks of these three specific types of response are outlined below.
AVOIDANCE
Avoidance can be useful when moods and emotions are high. Sometimes taking a break allows the parties to “cool off”, reflect, and consider trying a different, potentially more constructive approach to resolving the issue. In some cases, too, a person may judge that an attempt to deal with a particular conflict is likely to be counter-productive and may decide not to engage with it immedi- ately. However, a consistent pattern of avoiding conflict and hoping it will go
8. The information in this section is based on Windle and Warren, Collaborative Problem Solving and Dispute Resolution in Special Education, 1999.