Article: Bullying risks of 11‐year‐old children with specific language impairment (SLI): Does school placement matter?

Abstract

In addressing an issue rarely explored in research literature, the prevalence and severity of the risk of being bullied at school was measured in 100 children with specific language impairment (SLI). Participants attended a range of different educational placement types and these were compared for bullying risk. Furthermore, the risk encountered by children with SLI was compared with that of normally developing age-matched peers. Each participant completed a questionnaire and it was found that 36% of participants with SLI considered themselves at risk of being bullied in school compared with only 12% of the normally developing cohort. No statistically significant difference was found between the risk experienced by participants with SLI attending mainstream education and that by participants attending special education placements. Possible explanations for the results are offered and the relevance of the findings in the context of optimizing the educational experience of children with SLI is highlighted.

Σχολικός Εκφοβισμός Και Μαθητές Με Ειδικές Εκπαιδευτικές Ανάγκες

“…Η διαφορετικότητα από μόνη της αυξάνει κατακόρυφα τις πιθανότητες εκφοβισμού (Knox & Conti-Ramsden, 2003). Επομένως, οι κινητικές δυσκολίες, οι υποστηρικτικές συσκευές, η δυσκολία στις κοινωνικές επαφές και όλες οι σωματικές αναπηρίες στοχοποιούν ευκολότερα τους μαθητές (Yude, Goodman & McConachie, 1998).…”

“…Επιπλέον, ισχυρίζονται πως οι ξεχωριστές αίθουσες τονίζουν την διαφορετικότητα, διαχωρίζουν και οδηγούν στον σχολικό εκφοβισμό (Bunch & Valeo, 2004. Knox & Conti-Ramsden, 2003.…”

Mucanje kod dece: dometi psihološkog teorijskog pristupa i tretmana sa osvrtom na ulogu školskog okruženja

“…Ova deca su češće odbacivana od vršnjaka i ignorisana u socijalnim interakcijama (Blood & Blood 2004;Botting & Conti-Ramsden, 2000;Brinton & Fujiki, 1999;Knox & Conti-Ramsden, 2003). Ona, po Blood i Blood (Blood & Blood, 2007), mogu biti mete vršnjačkog nasilja ne samo zbog mucanja, nego i kao odgovor na njihovu anksioznost i uznemirenosti.…”

“…S druge strane, u literaturi postoji slaganje oko toga da deca koja mucaju, kao i deca sa drugim vidovima smetnji i poremećaja u razvoju, trpe negativne reakcije okoline, da su žrtve stereotipa, a u izvesnom broju slučajeva i vršnjačkog nasilja (Blood & Blood 2004Botting & Conti-Ramsden, 2000;Brinton & Fujiki, 1999;Knox & Conti-Ramsden, 2003). Ove okolnosti nužno negativno utiču na njihovu socijalizaciju i opšti psihosocijalni razvoj i predstavljaju rizik za razvoj nesigurnosti i neadekvatne slike o sebi.…”

Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: a multilevel analysis of PIRLS data from Hong Kong

“…Bullying problems appear to be most prevalent among elementary school-age children (Whitney and Smith 1993), and it appears that the victims of bullies and the bullies themselves are likely to be low achievers and to have negative feelings about school (Glew et al 2005). Research evidence also demonstrates that children with specific language impairments are more likely to be bullied by their peers at school than are normally-developing children (Knox and Conti-Rams den 2003).…”