Araştırma Makalesi
PDF EndNote BibTex Kaynak Göster

Peer Bullying in Special Education: A Qualitative Study Based on Teachers' Opinions

Yıl 2022, Cilt 4, Sayı 1, 64 - 90, 30.03.2022
https://doi.org/10.37233/TRSPED.2022.0123

Öz

Negative behaviors and attitudes towards individuals with disabilities have been observed since ancient times. It is seen that these negative behaviors and attitudes have decreased as a result of some changes in the understanding of education and the search for rights of the families of individuals with disabilities. Despite all these developments, these students still face bullying behavior. It is thought that knowing all aspects of bullying behaviors experienced by students with special needs will contribute to the prevention of peer bullying. The aim of this study is to examine the opinions of special education teachers about the peer bullying experienced by students with disabilities. 20 special education teachers participated in this research, which was designed according to the qualitative research approach. The data of the research were collected through interview form and questionnaire. The collected data were analyzed through descriptive analysis. As a result of the research, it has been seen that students with special needs frequently encounter bullying behaviors and they are generally in the role of victim in these behaviors. It is recommended to conduct informative studies on awareness, empathy, and behavior change for students who show normal development in combating bullying behaviors, their families and teachers.

Kaynakça

  • Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence. Child Development, 79, 1185–1229. https://doi.org/10.1111/j.1467-8624.2008.01184.x
  • Carter, B. B., & Spencer, V. G. (2006). The fear factor: Bullying and students with disabilities. International Journal of Special Education, 21(1), 11–23.
  • Elliot, M. (1997). 101 Ways of Dealing with Bullying. Hodder Childrens's Book.
  • Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32(3), 365–383. https://doi.org/10.1080/02796015.2003.12086206
  • Hartley, M. T., Bauman, S., Nixon, C. L., & Davis, S. (2015). Comparative study of bullying victimization among students in general and special education. Exceptional Children, 81(2), 176-193. https://doi.org/10.1177/0014402914551741
  • Hawker, D. S. J., & Boulton, M. J. (2000). Twenty year’s research on peer victimization and psychosocial maladjustment. Journal of Child Psychology and Psychiatry, 41(4), 441–455. https://doi.org/10.1111/1469-7610.00629
  • Jimerson, S. R., Swearer, S. M., & Espelage, D. L. (2010). Handbook of bullying in schools: An international perspective. NY: Routledge.
  • Kaukiainen, A., Salmivalli, C., Lagerspetz, K., Tamminen, M., Vauras, M., Maki, H., et al. (2002). Learning difficulties, social intelligence, and self-concept: Connections to bully-victim problems. Scandinavian Journal of Psychology, 43, 269–278. http://doi.org/10.1111/1467-9450.00295
  • Knox, E., & Conti-Ramsden, G. (2003). Bullying risks of 11-year-old children with specific language impairment (SLI): Does school placement matter? International Journal of Language & Communication Disorders, 38, 1–12. http://doi.org/10.1080/13682820304817
  • Kuhne, M., & Wiener, J. (2000). Stability of social status of children with and without learning disabilities. Learning Disability Quarterly, 213, 64–75. https://doi.org/10.2307/151110
  • Linabary, R. J., & Hamel, A. S. (2017). Feminist online interviewing: ongoing issues of power, resistance and reflexivity in practice. Feminist Review ,115, 97-113. https://doi.org/10.1057/s41305-017-0041-3
  • Longmore, P., & Umansky, L. (Eds.). (2001). The new disability history. New York University Press.
  • Martlew, M., & Hodson, J. (1991). Children with mild learning difficulties in an integrated and in a special school: Comparisons of behaviour, teasing and teachers’ attitudes. British Journal of Educational Psychology, 61(3), 355–372. https://doi.org/10.1111/j.2044-8279.1991.tb00992.x
  • Mishna, F. (2003). Learning disabilities and bullying: Double jeopardy. Journal of Learning Disabilities, 36(4), 336–347. https://doi.org/10.1177/00222194030360040501
  • Morrison, G. M., Furlong, M. J., & Smith, G. (1994). Factors associated with the experience of school violence among general education, leadership class, opportunity class, and special day class pupils. Education and Treatment of Children, 17(3), 356–369.
  • Nixon, C. L., Linkie, C. L., Coleman, P., & Fitch, C. (2011). Relational victimization and somatic complaints during adolescence. Journal of Adolescent Health, 49(3), 294–299. https://doi.org/10.1016/j.jadohealth.2010.12.018
  • Norwich, B., & Kelly, N. (2004). Pupils’ views on inclusion: Moderate learning difficulties and bullying in mainstream and special schools. British Educational Research Journal, 30(1), 43–65. https://doi.org/10.1080/01411920310001629965
  • Olweus, D. (1993). Bully/victim problems among schoolchildren: Long-term consequences and an effective intervention program. In S. Hodgins (Ed.), Mental disorder and crime (pp. 317–349). Sage.
  • Olweus, D. (1997). Bully/victim problems in school: Facts and intervention. European Journal of Psychology of Education, 12(4), 495–510. https://doi.org/10.1007/BF03172807
  • Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27(5), 276–292. https://doi.org/10.1177/07419325060270050301
  • Rose, C. A., Espelage, D. L, Aragon, S. R., & Elliot, J. (2011). Bullying and victimization among students in special education and general education curriculum. Exceptionality Educational International, 21(3), 2–14. https://doi.org/10.5206/eei.v21i3.7679
  • Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32(2), 114–130. https://doi.org/10.1177/0741932510361247
  • Ruijs, N. M., & Peetsma, T. T. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4(2), 67–79. https://doi.org/10.1016/j.edurev.2009.02.002
  • Sabornie, E. J. (1994). Social–affective characteristics in early adolescents identified as learning disabled and nondisabled. Learning Disability Quarterly, 17(4), 268–279, https://doi.org/10.2307/1511124
  • Salend, S. J., & Garrick Duhaney, L. M. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education, 20(2), 114–126. https://doi.org/10.1177/074193259902000209
  • Salman Yıkmış, M. (2020). Nitel araştırmalarda e-görüşme tekniği. Trakya Üniversitesi Sosyal Bilimler Dergisi, 22(1), 183-197. https://doi.org/10.26468/trakyasobed.556296
  • Savage, R. (2005). Friendship and bullying patterns in children attending a language base in a mainstream school. Educational Psychology in Practice, 21(1), 23–36. https://doi.org/10.1080/02667360500035140
  • Shetgiri, R. (2013). Bullying and victimization among children. Advances in pediatrics, 60(1), 33-51. https://doi.org/10.1016/j.yapd.2013.04.004
  • Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33(4), 547–560. https://doi.org/10.1080/02796015.2004.12086267
  • Van Cleave, J., & Davis, M. M. (2006). Bullying and peer victimization among children with special health care needs. Pediatrics, 118(4), 1212–1219. https://doi.org/10.1542/peds.2005-3034
  • van Roekel, E., Scholte, R. H. J., & Didden, R. (2010). Bullying among adolescents with autism spectrum disorders: Prevalence and perception. Journal of Autism and Developmental Disorders, 40(1), 63–73, http://doi.org/10.1007/s10803-009-0832-2
  • Whitney, I., Nabuzoka, D., & Smith, P. K. (1992). Bullying in schools: Mainstream and special needs. Support for Learning, 7(1), 3–7. http://doi.org/10.1111/j.1467-9604.1992.tb00445.x
  • Whitney, I., Smith, P. K., & Thompson, D. (1994). Bullying and children with special needs. In K. Smith, & S. Sharp (Eds.), School bullying: Insights and perspectives (pp. 213–240). Routledge.
  • Woods, S., & Wolke, D. (2004). Direct and relational bullying among primary school children and academic achievement. Journal of School Psychology, 42(2), 135–155, http://doi.org/10.1016/j.jsp. 2003.12.002

Özel Eğitimde Akran Zorbalığı: Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma

Yıl 2022, Cilt 4, Sayı 1, 64 - 90, 30.03.2022
https://doi.org/10.37233/TRSPED.2022.0123

Öz

İlkçağlardan itibaren yetersizliği olan bireylere karşı olumsuz davranış ve tutumların varlığı göze çarpmaktadır. Eğitim anlayışında meydana gelen bazı değişiklikler ve yetersizliği olan bireylerin ailelerinin hak arayışları sonucunda günümüzde bu bireylere karşı var olan bu olumsuz davranış ve tutumların oldukça azaldığı görülmektedir. Ancak tüm bu gelişmelere rağmen özel gereksinimli öğrenciler hala zorba davranışlarla karşılaşmaktadır. Özel gereksinimli öğrencilerin yaşamış oldukları zorba davranışların her yönüyle bilinmesinin akran zorbalığının önüne geçilebilmesine katkı sağlayacağı düşünülmektedir. Buradan yola çıkılarak bu araştırmanın amacı yetersizliği olan öğrencilerin yaşamış oldukları akran zorbalıkları ile ilgili özel eğitim öğretmenlerinin görüşlerini incelemektir. Nitel araştırma yaklaşımlarından durum deseni kullanılan bu araştırmaya özel eğitim öğretmenliği yapmakta olan 20 öğretmen katılmıştır. Araştırmanın verileri görüşme formu ve anket aracılığıyla toplanmıştır. Betimsel analiz yoluyla analiz edilen veriler tema ve alt temalar oluşturularak sunulmuştur. Araştırmanın sonucunda özel gereksinimli öğrencilerin sıklıkla zorba davranışlarla karşılaştıkları ve genellikle bu davranışlarda kurban rolünde oldukları görülmüştür. Zorba davranışlar ile mücadele konusunda normal gelişim gösteren öğrencilere, bu öğrencilerin ailelerine, öğretmenlere ve diğer okul personeline farkındalık, empati, davranış değiştirme konularında bilgilendirici çalışmalarının yapılması önerilmektedir.

Kaynakça

  • Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence. Child Development, 79, 1185–1229. https://doi.org/10.1111/j.1467-8624.2008.01184.x
  • Carter, B. B., & Spencer, V. G. (2006). The fear factor: Bullying and students with disabilities. International Journal of Special Education, 21(1), 11–23.
  • Elliot, M. (1997). 101 Ways of Dealing with Bullying. Hodder Childrens's Book.
  • Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32(3), 365–383. https://doi.org/10.1080/02796015.2003.12086206
  • Hartley, M. T., Bauman, S., Nixon, C. L., & Davis, S. (2015). Comparative study of bullying victimization among students in general and special education. Exceptional Children, 81(2), 176-193. https://doi.org/10.1177/0014402914551741
  • Hawker, D. S. J., & Boulton, M. J. (2000). Twenty year’s research on peer victimization and psychosocial maladjustment. Journal of Child Psychology and Psychiatry, 41(4), 441–455. https://doi.org/10.1111/1469-7610.00629
  • Jimerson, S. R., Swearer, S. M., & Espelage, D. L. (2010). Handbook of bullying in schools: An international perspective. NY: Routledge.
  • Kaukiainen, A., Salmivalli, C., Lagerspetz, K., Tamminen, M., Vauras, M., Maki, H., et al. (2002). Learning difficulties, social intelligence, and self-concept: Connections to bully-victim problems. Scandinavian Journal of Psychology, 43, 269–278. http://doi.org/10.1111/1467-9450.00295
  • Knox, E., & Conti-Ramsden, G. (2003). Bullying risks of 11-year-old children with specific language impairment (SLI): Does school placement matter? International Journal of Language & Communication Disorders, 38, 1–12. http://doi.org/10.1080/13682820304817
  • Kuhne, M., & Wiener, J. (2000). Stability of social status of children with and without learning disabilities. Learning Disability Quarterly, 213, 64–75. https://doi.org/10.2307/151110
  • Linabary, R. J., & Hamel, A. S. (2017). Feminist online interviewing: ongoing issues of power, resistance and reflexivity in practice. Feminist Review ,115, 97-113. https://doi.org/10.1057/s41305-017-0041-3
  • Longmore, P., & Umansky, L. (Eds.). (2001). The new disability history. New York University Press.
  • Martlew, M., & Hodson, J. (1991). Children with mild learning difficulties in an integrated and in a special school: Comparisons of behaviour, teasing and teachers’ attitudes. British Journal of Educational Psychology, 61(3), 355–372. https://doi.org/10.1111/j.2044-8279.1991.tb00992.x
  • Mishna, F. (2003). Learning disabilities and bullying: Double jeopardy. Journal of Learning Disabilities, 36(4), 336–347. https://doi.org/10.1177/00222194030360040501
  • Morrison, G. M., Furlong, M. J., & Smith, G. (1994). Factors associated with the experience of school violence among general education, leadership class, opportunity class, and special day class pupils. Education and Treatment of Children, 17(3), 356–369.
  • Nixon, C. L., Linkie, C. L., Coleman, P., & Fitch, C. (2011). Relational victimization and somatic complaints during adolescence. Journal of Adolescent Health, 49(3), 294–299. https://doi.org/10.1016/j.jadohealth.2010.12.018
  • Norwich, B., & Kelly, N. (2004). Pupils’ views on inclusion: Moderate learning difficulties and bullying in mainstream and special schools. British Educational Research Journal, 30(1), 43–65. https://doi.org/10.1080/01411920310001629965
  • Olweus, D. (1993). Bully/victim problems among schoolchildren: Long-term consequences and an effective intervention program. In S. Hodgins (Ed.), Mental disorder and crime (pp. 317–349). Sage.
  • Olweus, D. (1997). Bully/victim problems in school: Facts and intervention. European Journal of Psychology of Education, 12(4), 495–510. https://doi.org/10.1007/BF03172807
  • Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27(5), 276–292. https://doi.org/10.1177/07419325060270050301
  • Rose, C. A., Espelage, D. L, Aragon, S. R., & Elliot, J. (2011). Bullying and victimization among students in special education and general education curriculum. Exceptionality Educational International, 21(3), 2–14. https://doi.org/10.5206/eei.v21i3.7679
  • Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32(2), 114–130. https://doi.org/10.1177/0741932510361247
  • Ruijs, N. M., & Peetsma, T. T. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4(2), 67–79. https://doi.org/10.1016/j.edurev.2009.02.002
  • Sabornie, E. J. (1994). Social–affective characteristics in early adolescents identified as learning disabled and nondisabled. Learning Disability Quarterly, 17(4), 268–279, https://doi.org/10.2307/1511124
  • Salend, S. J., & Garrick Duhaney, L. M. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education, 20(2), 114–126. https://doi.org/10.1177/074193259902000209
  • Salman Yıkmış, M. (2020). Nitel araştırmalarda e-görüşme tekniği. Trakya Üniversitesi Sosyal Bilimler Dergisi, 22(1), 183-197. https://doi.org/10.26468/trakyasobed.556296
  • Savage, R. (2005). Friendship and bullying patterns in children attending a language base in a mainstream school. Educational Psychology in Practice, 21(1), 23–36. https://doi.org/10.1080/02667360500035140
  • Shetgiri, R. (2013). Bullying and victimization among children. Advances in pediatrics, 60(1), 33-51. https://doi.org/10.1016/j.yapd.2013.04.004
  • Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33(4), 547–560. https://doi.org/10.1080/02796015.2004.12086267
  • Van Cleave, J., & Davis, M. M. (2006). Bullying and peer victimization among children with special health care needs. Pediatrics, 118(4), 1212–1219. https://doi.org/10.1542/peds.2005-3034
  • van Roekel, E., Scholte, R. H. J., & Didden, R. (2010). Bullying among adolescents with autism spectrum disorders: Prevalence and perception. Journal of Autism and Developmental Disorders, 40(1), 63–73, http://doi.org/10.1007/s10803-009-0832-2
  • Whitney, I., Nabuzoka, D., & Smith, P. K. (1992). Bullying in schools: Mainstream and special needs. Support for Learning, 7(1), 3–7. http://doi.org/10.1111/j.1467-9604.1992.tb00445.x
  • Whitney, I., Smith, P. K., & Thompson, D. (1994). Bullying and children with special needs. In K. Smith, & S. Sharp (Eds.), School bullying: Insights and perspectives (pp. 213–240). Routledge.
  • Woods, S., & Wolke, D. (2004). Direct and relational bullying among primary school children and academic achievement. Journal of School Psychology, 42(2), 135–155, http://doi.org/10.1016/j.jsp. 2003.12.002

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Özel
Bölüm Makaleler
Yazarlar

Nesime Kübra TERZİOĞLU> (Sorumlu Yazar)
ABANT İZZET BAYSAL ÜNİVERSİTESİ
0000-0002-2041-5049
Türkiye

Yayımlanma Tarihi 30 Mart 2022
Yayınlandığı Sayı Yıl 2022, Cilt 4, Sayı 1

Kaynak Göster

Bibtex @araştırma makalesi { trsped1072607, journal = {Turkish Journal of Special Education Research and Practice}, eissn = {2687-6213}, address = {Ondokuz Mayıs Üniversitesi, Eğitim Fakültesi, Özel Eğitim Bölümü A Blok Atakum/Samsun}, publisher = {Salih RAKAP}, year = {2022}, volume = {4}, number = {1}, pages = {64 - 90}, doi = {10.37233/TRSPED.2022.0123}, title = {Özel Eğitimde Akran Zorbalığı: Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma}, key = {cite}, author = {Terzioğlu, Nesime Kübra} }
APA Terzioğlu, N. K. (2022). Özel Eğitimde Akran Zorbalığı: Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma . Turkish Journal of Special Education Research and Practice , 4 (1) , 64-90 . DOI: 10.37233/TRSPED.2022.0123
MLA Terzioğlu, N. K. "Özel Eğitimde Akran Zorbalığı: Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma" . Turkish Journal of Special Education Research and Practice 4 (2022 ): 64-90 <https://dergipark.org.tr/tr/pub/trsped/issue/69897/1072607>
Chicago Terzioğlu, N. K. "Özel Eğitimde Akran Zorbalığı: Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma". Turkish Journal of Special Education Research and Practice 4 (2022 ): 64-90
RIS TY - JOUR T1 - Özel Eğitimde Akran Zorbalığı: Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma AU - Nesime Kübra Terzioğlu Y1 - 2022 PY - 2022 N1 - doi: 10.37233/TRSPED.2022.0123 DO - 10.37233/TRSPED.2022.0123 T2 - Turkish Journal of Special Education Research and Practice JF - Journal JO - JOR SP - 64 EP - 90 VL - 4 IS - 1 SN - -2687-6213 M3 - doi: 10.37233/TRSPED.2022.0123 UR - https://doi.org/10.37233/TRSPED.2022.0123 Y2 - 2022 ER -
EndNote %0 Turkish Journal of Special Education Research and Practice Özel Eğitimde Akran Zorbalığı: Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma %A Nesime Kübra Terzioğlu %T Özel Eğitimde Akran Zorbalığı: Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma %D 2022 %J Turkish Journal of Special Education Research and Practice %P -2687-6213 %V 4 %N 1 %R doi: 10.37233/TRSPED.2022.0123 %U 10.37233/TRSPED.2022.0123
ISNAD Terzioğlu, Nesime Kübra . "Özel Eğitimde Akran Zorbalığı: Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma". Turkish Journal of Special Education Research and Practice 4 / 1 (Mart 2022): 64-90 . https://doi.org/10.37233/TRSPED.2022.0123
AMA Terzioğlu N. K. Özel Eğitimde Akran Zorbalığı: Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma. TRSPED. 2022; 4(1): 64-90.
Vancouver Terzioğlu N. K. Özel Eğitimde Akran Zorbalığı: Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma. Turkish Journal of Special Education Research and Practice. 2022; 4(1): 64-90.
IEEE N. K. Terzioğlu , "Özel Eğitimde Akran Zorbalığı: Öğretmen Görüşlerine Dayalı Nitel Bir Çalışma", Turkish Journal of Special Education Research and Practice, c. 4, sayı. 1, ss. 64-90, Mar. 2022, doi:10.37233/TRSPED.2022.0123