Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/11563
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dc.contributor.authorPlichta, Piotr-
dc.contributor.authorOlempska-Wysocka, Magdalena-
dc.date.accessioned2014-09-23T10:44:29Z-
dc.date.available2014-09-23T10:44:29Z-
dc.date.issued2013-
dc.identifier.citationStudia Edukacyjne, nr 28, 2013, s. 169-189pl_PL
dc.identifier.isbn978-83-232-2731-1-
dc.identifier.issn1233-6688-
dc.identifier.urihttp://hdl.handle.net/10593/11563-
dc.description.abstractDisabled children are more often isolated or rejected by their social group. They tend to have fewer friends, which makes them an easier target of hostile behaviour from their peers. A concern for an appropriate school climate and a sense of security of the vulnerable students are strong reasons to conduct research in this regard. The research based on interviews with 20 co-teachers from integrated classes has not provided unequivocal evidence on the scale and intensity of peer aggression directed towards students with special educational needs. However, almost every teacher has experienced such occurrences. Every fi fth interviewee confi rmed online victimization in the form of electronic aggression/cyberbullying of disabled students and approximately half of the teachers revealed that disabled students fell victim to face-to-face bullying. The study indicated the need for taking measures to protect students with special educational needs and preparing teachers to deal with the issues of aggression and social isolation of vulnerable students.pl_PL
dc.language.isoplpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.subjectinclusionpl_PL
dc.subjectpeer aggressionpl_PL
dc.subjectbullyingpl_PL
dc.subjectdisabilitypl_PL
dc.subjectvictimizationpl_PL
dc.titleNarażenie na agresję rówieśniczą niepełnosprawnych uczniów szkół integracyjnych w relacjach nauczycieli wspomagającychpl_PL
dc.title.alternativeCo-teachers’ Perspective on the Exposure of Disabled Students to Peer Aggression in Integrated Schoolspl_PL
dc.typeArtykułpl_PL
Appears in Collections:Studia Edukacyjne, 2013, nr 28

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