In the U.S. AbilityPath.org is an online hub and special needs community for parents and professionals.
AbilityPath.org created this report and guide to achieve the following:
• Educate all parents on the issue. Both parents and experts shared with AbilityPath.org the limited information
that is available specific to the issues faced by children with special needs.
• Empower parents and educators to take action and apply meaningful change in the classroom and these
children’s lives by providing educational as well as legal options in an effort to prevent and/or fight back
against the actions bullies.
• Assist the actions of policy makers, school administrators and professionals in a team effort to ensure that
this issue is at the forefront in the public arena when bullying is discussed, researched or legislated
Although children with disabilities have been found to be at an increased risk of bullying, there are limited studies
investigating predictors of bullying involvement in children with autism spectrum disorders. The current study presents
findings from 1221 parents of children diagnosed with autism spectrum disorder who were selected from a national
web-based registry. Children diagnosed with Asperger’s disorder, attending a public school or
a school with a general education population, were at the greatest risk of being victimized in the past month. Children
with comorbid conditions and a high level of autistic traits were the most likely to be victims, bullies, and bully–victims.
Finally, children in full inclusion classrooms were more likely to be victimized than those who spend the majority of their
time in special education settings
Focused on 3,305 students who self-reported victimization of two to three times per month or more, this study compared the pattern of verbal, relational, and physical bullying among students in general education and special education. Overall, students in special education reported more physical and emotional harm as well as more psychological distress as a result of their victimization. Self-reported rates of verbal and relational victimization were similar, but physical victimization was more often reported among students in special education. In addition, adult teachers and staff were more likely to verbally, relationally, and physically bully students in special education, according to student self-report.
The victimisation of people living with disabilities and chronic conditions is a documented phenomenon. It ranges from harassment incidents to disability hate crimes, and causes physical, mental and psychosocial consequences. The Internet has further reshaped this phenomenon which lead to “cyber-victimisation” experiences, with no less impact upon victims. This methodology paper focuses mainly on the challenges and implications of using online methods in a UK-based study exploring the impact of cyber-victimisation on people coping with disabilities and chronic conditions.
This excellent video from the University of Minnesota video with Tia Nelis and Chester Finn discusses what Self Advocacy is and how important and relevant self determination and building their own voice is for people with intellectual and developmental disabilities in making their way in society
This InfoBrief from Pacer is designed to help youth, including youth with disabilities, recognize signs of bullying in the workplace, and to recognize how bullying differs from disability harassment. The brief offers examples of bullying situations at work and offers strategies to help address the issue. Much is understood about the negative consequences of bullying at school, but youth should also be made aware that bullying does not end at school. It is often encountered at work as well.
This article strives to shed light on the potential frequency in which American workers with disabilities face workplace bullying. As there are no studies on this topic, the essay will apply British findings, to the American population in an effort to develop insight to workplace bullying for Americans with disabilities. Reasonably, one could consider that approximately 41% of those with disabilities face workplace bullying despite the United States protections for those with disabilities.
This guide from the Anti Bullying Alliance in the UK is for parents of disabled children. It contains information about spotting the signs of bullying, the action parents can take, their child’s rights and stories and tips from other parents. This guide uses the term ’disabled children’. And uses this term to include disabled children, children with special educational needs (SEN), children with a medical condition and children with additional needs.
There are few quantitative studies that show the workplace is experienced in a different way by employees with disabilities. This article fills this gap using data from the British Workplace Behaviour Survey, which found that employees with disabilities and long-term illnesses were more likely to suffer ill-treatment in the workplace and experienced a broader range of ill-treatment. Different types of disability were associated with different types of ill-treatment. The survey also showed who employees with disabilities blamed for their ill-treatment and why they believed the ill-treatment had occurred. Drawing on the existing literature, four possible explanations for ill treatment are considered: negative affect raises perceptions of ill-treatment; ill-treatment leads to health effects; ill-treatment results from stigma or discrimination; ill-treatment is a consequence
of workplace social relations. Although some of these explanations are stronger than others, the discussion shows that more research is required in order to decide between them.
This full journal of The Rehabilitation Professional The Official Journal of the International Association of Rehabilitation Professionals, holds a number of useful articles, chief among them for use here being Bullying, Students with Disabilities, and Recommendations for Prevention of Bullying by Emily J. Hernandez, Martin G. Brodwin, and Frances W. Siu discussing bullying from the perspectives of student engagement, bullying and student engagement, bullying and school leadership, school culture, students with disabilities, recommendations for prevention of bullying behaviors, and reduction of bullying for students who have disabilities or chronic medical conditions.
The authors describe three examples of bullying of students with disabilities. Bullying against students with disabilities needs to be a part of school prevention programs. Recommendations are made for rehabilitation counselors, outlining strategies for prevention.