In this research paper, authors, Linda McGrath, Robert S.P. Jones, Richard P. Hastings discuss the impact of a 10 week intervention
program they designed and evaluated to reduce the perpetration of and exposure to bullying behavior in adults with an intellectual disability.
This training manual by Minton & O'Moore, is a clearly written and well designed resource towards setting up a whole school inclusive approach towards preventing and dealing with bullying. It is likely to be of value to anyone wishing to develop active anti-bullying policies in schools and is designed for use as a staff development tool over a period of time, but is also focused on the needs of parents, children and young people themselves. It providers some excellent guidance on writing an anti-bullying policy, a useful overview of practical strategies to prevent and counter bullying, helpful advice for parents of children who are being bullied, or children who are involved in bullying others.
This chapter by Linda McGrath, Jackie Black and Claire Sutton, in the book Bullying in Irish Education edited by Mona O'Moore & Paul Stevens, looks at bullying experienced by adults with SEN/D in schools, colleges, further training and how it was handled by the authorities within the organisations they attend.
This presentation by Jennifer Schweppe and Amanda Haynes the Co-directors of the Hate and Hostility Research Group in Ireland looks at the Prevalence, Complexity, Impact and Ripple Effect of Disablist Hate Crime in Ireland. It examines the law surrounding disablist hate crime and hate crime in general in Ireland, the experiences of victims with the justice system and what needs to be done.
This publication . . was commissioned as a Report by the Office of the First Minister and Deputy First Minister, the Northern Ireland Office Community Safety Unit and the Police
Service of Northern Ireland, looking into the experiences of SEN/D individuals with disablist hate crime and how they responded to it.
This publication . .is one of a number of modules from the Let Me Be Me Life Long Learning Programme. This one focuses on helping people with ID understand and Identify Workplace Bullying and Cyberbullying.
This publication . .aims to help workplaces more accessible and integration focused for people with ID. Section (i) and (ii) provide an overview on intellectual disability (ID), the abilities and needs and people with ID, and information on doing training with adults with ID. They are derived from the classical approach to intellectual disability.
An alternative, the modern approach, is provided in section (iii). Section (iv) provides a general introduction to learning styles and explains how to
consider them when working with people with ID.
This publication . . was developed by the NAAG in Ireland an Easy Read guide and tool to provide information and guidance about bullying for those who have an intellectual disability. The guide aims to:
1. Help people to understand that people have a right to be safe and not to be bullied.
2. Give the reader practical skills and advice to deal with bullying
This publication . .outlines the conditions that decrease
bullying behaviours for children generally and, in particular, for children with
SEND. The report includes practical examples, such as:
What some Irish schools are doing to decrease bullying behaviours
An Irish school’s bullying policy taken from one of the schools visited
Key actions for school management and staff on including children with SEND in the school’s anti-bullying policy from an American expert advisory group Executive Summary: Preventing school bullying of children with Special Educational Needs or Disability National Disability Authority 5
A selection of approaches a school might consider, in order to implement the immediate actions suggested by the Department of Education and Skills Working Group, in their 2013 Action Plan on Bullying