B Y L Y N N B L A C K M A N - P R A D O

Bullying and the Special Education Student

Overview

The aim of the education field is to enable students to lead satisfying lives despite their disabilities. Bullying hampers their ability to do so

Overview

“Students with medical, cognitive, learning or psychological disabilities frequently draw attention of bullies because they have readily identifiable features that differentiate them from their peers” (Rose et al., 2011, p. 122)

“Students with special needs are at increased risk of victimization” (Twyman et al., 2010, p.195)

Bullying involves repeated harmful physical, verbal, psychological, sexual, or electronic media acts.

(Dempsey et al., 2009)

That Threaten Insult Dehumanize Intimidate another individual

who cannot properly defend himself or herself

Because of Size of bully Strength of bully Being outnumbered by several

bullies Being less psychologically

resilient than bullies

Effects of Bullying

Children who experience bullying across multiple years may be more at risk for developing psychological and physical disorders than those who experience limited bullying

Bullying undermines a child’s fundamental right to learn in a safe school environment

Bullying can result in irreparable harm to the victim

Survey of Bullying and Victimization Rates

(Rose et al., 2011)

Students without disabilities

Students with disabilities in

inclusive settings

Students with disabilities in self-contained

settings

Bully 10.2%

Victim 12.0%

Bully 15.6%

Victim 18.5%

Bully 20.9%

Victim 21.7%

Bullying and the Special Education Student

Being a member of a special needs group means being in a situationally less powerful group

Features that make students with special needs targets for harassment include:

Physical deformities

Walking problems, including walking slower and unsteady gait

Reading problems

Speech and communication problems

Hyperactivity

Ritualistic behaviors

Use of assistive technology such as audio books, phonetic software, communication devices, switches and screen magnifiers

Effective Strategies Teachers Can Use to Counteract Bullying

Model desired attitudes and behaviors

Foster student-shared responsibility for the classroom’s social and physical environment

Establish and communicate rules and sanctions regarding bullying

Apply classroom rules fairly and consistently

Identify and intervene upon undesirable attitudes and behaviors that could be gateway behaviors to bullying

Manage time and task so that students remain connected and productive and less likely to engage in undesirable behaviors

Teach students how to ask for help and how to report cruelty, bullying, and harassment

Respond to requests for help

Refer critical bullying cases to appropriate sources of support

Summary

The consequences of bullying may be worse for the student with preexisting mental and physical health conditions than those without these conditions. Bullying may interfere with a student’s compliance with treatment regimens. Students may view school as a place to normalize their lives and bullying makes schools less desirable and even places to be avoided. Students may amplify those aspects of their condition that make them feel different from others if they are teased or bullied and therefore they may feel further isolated and under more stress. At a minimum a school’s responsibilities include making sure that the victim and their families know how to report any subsequent problems and conducting following-up inquiries to see if there have been any new incidents or any instance of retaliation.

Resources

Dempsey, A.; Sulkowski, M.; Nichols, R.; Storch, E. (2009). Differences Between Peer Victimization in Cyber and Physical Settings and Associated Psychosocial Adjustment in Early Adolescence. Psychology in the Schools, 46, 125-136.

Twyman, K; Saylor, C.; Adam, L.; Comeax, C. (2010). Comparing Children and Adolescents Engaged in Cyber bullying to Matched Peers. Pubmed, 13(2), 195-199.

Rose, C.; Monda-Mmaya, L.; Espelage, D. (2011). Bullying Perpetration and Victimization in Special Education: A Review of the Literature. Remedial and Special Education, 32(2), 114-123.