Narażenie na agresję rówieśniczą niepełnosprawnych uczniów szkół integracyjnych w relacjach nauczycieli wspomagających
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Date
2013
Advisor
Editor
Journal Title
Journal ISSN
Volume Title
Publisher
Wydawnictwo Naukowe UAM
Title alternative
Co-teachers’ Perspective on the Exposure of Disabled Students to Peer Aggression in Integrated Schools
Abstract
Disabled 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.
Description
Sponsor
Keywords
inclusion, peer aggression, bullying, disability, victimization
Citation
Studia Edukacyjne, nr 28, 2013, s. 169-189
Seria
ISBN
978-83-232-2731-1
ISSN
1233-6688