Exceptionality and Peer Victimization Involvement in Late Childhood: Subtypes, Stability, and Social Marginalization

Autor/inn/en	Chen, Chin-Chih; Hamm, Jill V.; Farmer, Thomas W.; Lambert, Kerrylin; Mehtaji, Meera
Titel	Exceptionality and Peer Victimization Involvement in Late Childhood: Subtypes, Stability, and Social Marginalization
Quelle	In: Remedial and Special Education, 36 (2015) 5, S.312-324 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932515579242
Schlagwörter	Disabilities; Peer Relationship; Bullying; Victims; Grade 5; Grade 6; Rural Schools; Intervention; At Risk Students; Academically Gifted; Control Groups; Experimental Groups; Early Adolescents; Social Networks; Middle School Students; Surveys; Teacher Attitudes; Student Attitudes; Social Development + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Peer-Beziehungen; Mobbing; Victim; Opfer; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Social network; Soziales Netzwerk; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Survey; Umfrage; Befragung; Lehrerverhalten; Schülerverhalten; Soziale Entwicklung
Abstract	This study examined subtypes and stability/change in peer victimization involvement among students with exceptionalities. Data were collected over spring of fifth grade and fall/spring of sixth grade with 1,861 students in 36 rural schools as part of a cluster randomized trial of a context-based intervention (Supporting Early Adolescent Learning and Social Success [SEALS]) designed to support students' transition to early adolescence. More than 74% of students with disabilities were involved in peer victimization, and they were more likely to be nominated as victims and bully-victims than students without disabilities. Students with disabilities, but not academically gifted students, had more stable involvement in peer victimization over time. Being socially marginalized in the network differentiated peer victimization stability. Although there were no differences between intervention and control schools in students with exceptionalities' peer victimization involvement, students with exceptionalities in intervention schools were less likely to perceive classmates encouraging bullying. Implications of interventions to reduce the risk for peer victimization are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01