Bullying Perpetration and Victimization in Special Education: A Review of the Literature

Abstract

Bullying perpetration and victimization have become pervasive problems in American schools. Recent research suggests a causal association between prolonged periods of victimization and overt acts of school violence. These findings are germane to students with disabilities in light of evidence suggesting these students are victimized more often than typically developing peers. The purpose of this review is to provide special educators with an overview of definitions and issues related to bullying perpetration and victimization and to synthesize research on this topic as it pertains to students with disabilities by disability type, personal characteristics, and educational placement. It was concluded that additional research is needed on prevalence and types of bullying, factors related to perpetration or victimization, and appropriate schoolbased interventions for special needs populations.

Bullying and Students with Disabilities: The Untold Narrative

“…However, it is evident that rates of victimization vary by disability type and context (see review by Rose, Monda-Amaya, & Espelage, 2011 ). More specifically, students with high incidence disabilities often experience less victimization than students with more significant cognitive or physical disabilities.…”

“…Additionally, students in special classes or segregated schools appear to be victimized more often than students with and without disabilities in inclusive settings. Rose, Monda-Amaya, and Espelage, (2011) postulated that children and adolescents with disabilities are victimized in school because they may be passive in relating to their peers. In contrast, Kaukiainen and colleagues (2002) reported that, while learning disabilities were not related to victimization rates, they were related to involvement in perpetrating bullying.…”

Σχολικός Εκφοβισμός Και Μαθητές Με Ειδικές Εκπαιδευτικές Ανάγκες

“…Είναι γενικά αποδεκτό μεταξύ των ερευνητών ότι οι μαθητές με ειδικές εκπαιδευτικές ανάγκες έχουν υψηλότερα ποσοστά σχολικού εκφοβισμού συγκριτικά με τους μαθητές τυπικής ανάπτυξης (Holzbaouer, 2008, Mishna, 2003, Reiter & Lapidot-Lefler, 2007, Rose, Monda-Amaya & Espelage, 2010. Σε άλλη μελέτη, όπου εξετάστηκαν πολλές κατηγορίες μαθητών με αναπηρίες, δηλώνεται πως οι μαθητές με μαθησιακές δυσκολίες, όπως και οι μαθητές με σωματικές αναπηρίες, παχυσαρκία, ημιπληγία, διαβητικοί, με σύνδρομο ελλειμματικής προσοχής αλλά και με τραύλισμα έχουν περισσότερες πιθανότητες να υποστούν εκφοβισμό σε σχέση με τους μαθητές τυπικής ανάπτυξης (U.S. Department of Health & Human Services).…”

“…Όσοι επιλέγουν να παραμείνουν στο σχολείο αντιμετωπίζουν πολλά προβλήματα (Holzbauer & Conrad, 2010). Πιο συγκεκριμένα, «η απόρριψη και η θυματοποίηση μπορεί να οδηγήσουν σε άγχος, κατάθλιψη, χαμηλή αυτοεκτίμηση, έλλειψη αυτοπεποίθησης και ελάχιστη κοινωνική ή σχολική συμμετοχή» (Rose, Monda-Amaya & Espelage, 2010). Αποτέλεσμα των προαναφερθέντων είναι οι μαθητές με αναπηρίες που βιώνουν σχολικό εκφοβισμό να ζουν στο περιθώριο του σχολείου και της τάξης (Yude, Goodman & McConachie, 1998).…”

Bullying in Students with and Without Special Educational Needs

“…Indeed, existing epidemiological data in North America show that a child with special needs (cognitive, physical, developmental, behavioral dysfunctions) is 3.44 times more likely to undergo some form of milder or more serious ill treatment than other children. Rose, Monda-Amaya, and Espelage (2011) reported that 20-30% of the student population has been involved in school bullying as victims, while in students with disabilities this figure reaches 50%. This is because students with SEN have ISSN 2377-3936 2017 deficits or lag behind factors that protect them against the risk of school bullying, such as self-esteem, social skills, self-confidence, positive self-image, and friendly relationships.…”