Alex Diaz-Granados is a Miami-based freelance writer, online reviewer, and aspiring novelist. He studied journalism and mass communications in college, and lives in sunny South Florida. He was also bullied for his SEN disability.
Linked via the Tackle Bullying website, this video drawn on findings from research in the journal 'Sociology' and published by the University of Warwick is an excellent primer on what Disablist Bullying is, its prevalence and effects.
Prevalence rates for bullying victimization among children with disabilities have varied greatly in the research literature. Two reasons for such variability were the focus of this study: (a) rates vary as a function of disability type, and (b) rates vary based on the bullying measure and criteria used to classify students as bullying victims. The sample used in this study consisted of 1,027 parents or guardians of children with disabilities and 11,500 parents or guardians of children without disabilities who reported the frequency with which their children experienced bullying in general and 12 specific behaviors associated with verbal, physical, and social–relational bullying. Prevalence rates and odds ratios (ORs) differed considerably based not only on disability type but also on the classification criteria used.
A ‘state of the field’ review of what is currently known about bullying of children and adolescents with autism spectrum conditions (ASC) is presented. This article highlights compelling evidence that they are considerably more likely to be bullied than those with other or no special educational needs and disabilities.
Research has consistently shown that children and young people with autism spectrum conditions (ASC) are more likely to be bullied than those with other or no special educational needs. The aim of the current study was to examine risk and protective factors that could help to explain variation in exposure to bullying within this group.
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