Knowledge About Bullying by Young Adults With Special Educational Needs With or Without Disabilities (SEN/D)

Abstract

Bullying of people with Special Educational Needs with or without disabilities (SEN/D) is a reality, being one of the most affected groups. This study presents the data obtained in a European Erasmus+ project in which 96 young people and adults with SEN/D from four countries participated: Ireland, Spain, Italy, and Portugal. Firstly, a questionnaire was passed to see the general knowledge of these people in relation to bullying. Then a training program was carried out and finally the questionnaire was passed again to see if the data improved. From the data it appears that people with SEN/D lack skills, knowledge, and resources to deal with bullying. After the completion of the training program the data obtained from the questionnaire improved in many respects. Sometimes people with SEN/D are not aware that they are suffering from this type of situation due to lack of knowledge, so it is necessary to continue implementing training programs to help improve this situation.

Perception, Attitudes and Self Esteem Regarding Bullying Among Preparatory Schools Students at Tanta City

“…This may be due to increase awareness of students regarding bullying. (19) Concerning to preparatory school students' perception about the bully who does bullying, the present study revealed that more than one third of students had correct and complete answer. This finding agreed with the results of the study about "Knowledge about bullying by young children with special educational needs, in U.S" by Menesini (2017), who stated that the majority of the sample had good knowledge about the person who does bullying.…”

Role-Based Cyberbullying Situations: Cybervictims, Cyberaggressors and Cyberbystanders

“…As reflected in other studies [37], teachers have an important role to play but are often unaware of how to tackle the problem. They need training in order to assist children to use ICT appropriately, particularly when we take into consideration the most vulnerable people who suffer the most from cyberbullying [38]. The idea is not to prohibit ICT in centers, but to teach the appropriate use of it.…”

Evaluación de la competencia digital de futuros docentes desde una perspectiva de género

“…Estos estudios muestran que el alumnado percibe que tiene altas capacidades en la dimensión más instrumental, pero bajas en la dimensión más axiológica, es decir, en aquellas habilidades que se relaciona con el cuestionamiento crítico, ético y reflexivo del uso y manejo de las tecnologías digitales (Cerda et al, 2018). A esto se une que, estos/as estudiantes, poseen buenas habilidades digitales para actividades sociales y de ocio con tecnologías digitales, pero no para transferir esas destrezas a sus procesos de aprendizaje (González-Calatayud et al, 2018). Zhao et al (2021) afirman que existe poco conocimiento de cómo la CD está inmersa en los procesos de enseñanza y aprendizaje en educación superior y destacan la importancia de evaluarla para desvelar en qué dimensiones no se están alcanzando niveles básicos de formación.…”