Bullying at Students with Special Needs in Inclusive Schools: Implication For Role of Special Teachers

Keywords

bullying; students with special needs; inclusive schools

Abstract

The article examines about students with special needs who are in inclusive schools that experience bullying by peers who without special needs. The purpose of this study was to describe the forms and patterns of bullying in students with special needs. Cognitive and self-perceptions factors associated with reports of peer victimization were also explored. Participants were 110 students including 56 student primary schools, 34 student junior schools and 20 student senior schools in inclusive schools. The results showed that bullying was carried out in the form of physical aggressiveness, shameful and racist behavior towards students with special needs and social isolation from peers, and attacks in the form of destruction of personal belongings. Bullying is more common in male students with special needs than women. Students with special needs self-reported significantly more incidents of being bullied than students without special needs. They experienced very significant intimidation. Socialization efforts are needed by special teachers specifically about rights and accessibility in education so that bullying in students with special needs does not occur again in inclusive schools.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Marlina
AU  - Diffany Noriko Sakinah
PY  - 2019/12
DA  - 2019/12
TI  - Bullying at Students with Special Needs in Inclusive Schools: Implication For Role of Special Teachers
BT  - Proceedings of the 3rd International Conference on Special Education (ICSE 2019)
PB  - Atlantis Press
SP  - 282
EP  - 285
SN  - 2352-5398
UR  - https://www.atlantis-press.com/article/125928833
ID  - 2019/12
ER  -