Bullying Risk in Children with Learning Difficulties in Inclusive Educational Settings

Autor/inn/en	Luciano, Severina; Savage, Robert S.
Titel	Bullying Risk in Children with Learning Difficulties in Inclusive Educational Settings
Quelle	In: Canadian Journal of School Psychology, 22 (2007) 1, S.14-31 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573507301039
Schlagwörter	Learning Disabilities; Inclusive Schools; Bullying; Grade 5; Rejection (Psychology); Victims of Crime; Mainstreaming; Mental Retardation; Student Behavior; Antisocial Behavior; Reading Skills; Social Influences; Self Concept; Locus of Control; Language Skills; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Inclusive school; Integrative Schule; Mobbing; School year 05; 5. Schuljahr; Schuljahr 05; Ablehnung; Victim; Victims; Crime; Opfer; Verbrechen; Geistige Behinderung; Student behaviour; Schülerverhalten; Reading skill; Lesefertigkeit; Sozialer Einfluss; Selbstkonzept; Language skill; Sprachkompetenz; Ausland; Kanada
Abstract	This study investigated whether students with learning difficulties (LDs) attending inclusive schools that eschewed segregated "pull out" programs reported more incidents of being bullied than their peers without LDs. Cognitive and self-perception factors associated with reports of peer victimization were also explored. Participants were 13 Grade 5 students with LDs and 14 classmates without LDs, matched on gender. Results showed that students with LDs self-reported significantly more incidents of being bullied than students without LDs. After statistical controls for group differences in receptive vocabulary, differences in bullying were no longer significant. Results suggest first that children with LDs in inclusive schools that eschew pull-out programs may still experience significant bullying. Second, the link between LDs, peer rejection, and victimization may reflect the social impact of language difficulties. Implications for reducing peer victimization in inclusive settings are discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10