Examination of Peer Bullying Toward Individuals with Special Needs from the Perspective of Professionals Working in Special Education Institutions

Yıl 2025, Cilt: 26 Sayı: 3, 2061 - 2100, 30.12.2025

Melis Hıdır , Dilek Altun

https://doi.org/10.17679/inuefd.1659098

Öz

Peer bullying, which has negative effects on individuals' social, emotional, and academic development, is a problem that individuals with special needs encounter more frequently due to their limitations in social skills. This study aims to examine the experiences of individuals with special needs who are enrolled in special education institutions and are exposed to peer bullying, based on the observations of professionals working in these institutions. The study was conducted using a phenomenological design, one of the qualitative research methods, with 15 professionals employed in special education institutions in İzmir. Data were collected through a semi-structured interview form and analyzed using content analysis with the MAXQDA 2024 qualitative data analysis software. The findings were categorized under the following themes: “definition and general overview of peer bullying,” “experiences of ındividuals with special needs regarding bullying,” “factors contributing to bullying,” “effects of bullying: social, psychological, academic, and long-term consequences,” and “combatting bullying: the role of ınstitutions and necessary preventive measures.” The results were evaluated in a framework consistent with the study's conclusion. The study findings indicate that peer bullying manifests in various forms, including physical, verbal, emotional, and social isolation, and that individuals with special needs are more vulnerable to such behaviors. Participants highlighted key factors contributing to peer bullying, including a lack of empathy in those who engage in bullying, social skill deficiencies in individuals with special needs, and general intolerance within society. They also emphasized the negative short- and long-term impacts of bullying on victims, such as social isolation, loss of self-confidence, and academic failure. This study underscores the importance of developing school-based bullying prevention programs, increasing awareness efforts for educators and families, and implementing inclusive education policies to protect individuals with special needs. By addressing existing knowledge gaps in this field, the study aims to contribute to the development of more effective intervention strategies.

Anahtar Kelimeler

Peer bullying , special education institution , individuals with special needs

Etik Beyan

Bu araştırma için Ankara Yıldırım Beyazıt Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu’ndan 24/04/2024-04-358 etik izni alınmıştır.

Destekleyen Kurum

Destekleyen kurum bulunmamaktadır.

Özel Gereksinimli Bireylere Yönelik Akran Zorbalığının, Özel Eğitim Kurumlarında Çalışan Profesyonellerin Perspektifinden İncelenmesi

Öz

Bireylerin sosyal, duygusal ve akademik gelişimleri üzerine olumsuz etkileri olan akran zorbalığı, özel gereksinimli bireylerin sosyal becerilerindeki sınırlılıklar nedeniyle daha sık karşılaştıkları bir problemdir. Bu araştırma, özel eğitim kurumlarında öğrenim gören özel gereksinimli bireylerin akran zorbalığına maruz kalma deneyimlerini, bu kurumlarda görev yapan profesyonellerin gözlemleri doğrultusunda incelemeyi amaçlamaktadır. Nitel yöntemlerden fenomenolojik desen kullanılarak yürütülen araştırmaya, İzmir’deki özel eğitim kurumlarında çalışan 15 profesyonel katılmıştır. Veri toplama sürecinde yarı yapılandırılmış görüşme formu kullanılmış, elde edilen veriler MAXQDA 2024 nitel veri analizi programı kullanılarak içerik analizi yöntemiyle değerlendirilmiştir. Araştırma bulguları, “akran zorbalığının tanımı ve genel görünümü”, “özel gereksinimli bireylerin zorbalık deneyimleri”, “zorbalığa yol açan faktörler”, “zorbalığın etkileri: sosyal, psikolojik, akademik ve uzun vadeli sonuçlar” ve “zorbalıkla mücadele: kurumların rolü ve alınması gereken önlemler” başlıkları altında ele alınmış ve sonuç kısmı ile tutarlı bir çerçevede değerlendirilmiştir. Araştırma sonuçları, akran zorbalığının fiziksel, sözel, duygusal ve sosyal izolasyon gibi farklı biçimlerde görüldüğünü ve özel gereksinimli bireylerin bu tür davranışlara karşı daha savunmasız olduğunu göstermektedir. Katılımcılar, akran zorbalığına yol açan temel faktörler arasında zorbalığı uygulayan bireylerin empati eksikliğini, özel gereksinimli bireylerin sosyal beceri yetersizliklerini ve toplumdaki genel hoşgörüsüzlüğü öne çıkarmış; zorbalığın, mağdur bireyler üzerinde kısa ve uzun vadede sosyal izolasyon, özgüven kaybı ve akademik başarısızlık gibi olumsuz etkiler bıraktığını vurgulamışlardır. Araştırma, özel gereksinimli bireyleri korumak için okul temelli zorbalık önleme programlarının geliştirilmesi, eğitimcilere ve ailelere yönelik farkındalık çalışmalarının artırılması ve kapsayıcı eğitim politikalarının uygulanmasının önemini ortaya koymaktadır. Çalışma, bu alandaki bilgi eksikliğini doldurarak daha etkili müdahale stratejilerinin geliştirilmesine katkı sağlamayı hedeflemektedir.

Anahtar Kelimeler

Akran zorbalığı , özel eğitim kurumu , özel gereksinimli birey

Etik Beyan

Bu araştırma için Ankara Yıldırım Beyazıt Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu’ndan 24/04/2024-04-358 etik izni alınmıştır.

Destekleyen Kurum

Destekleyen kurum bulunmamaktadır.

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