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A Study of the Status and Cause for Students with Disabilities Being Bullied by the Peers in Inclusive Classes: Take One Junior High School Setting as an Example



Parallel abstracts

The purpose of this study was to explore the condition of students with disabilities who were bullied by their peers and the reasons for being bullied in inclusive classes in a junior high school. This research attempted to understand bullying problems through conducting interviews with bullied students with disabilities, teachers, and bullying students. Relevant files, documents and observations were also collected and analyzed for understanding the current status and the causes of being bullied. Subsequently a proposed anti-bully mentoring program was formulated based on the findings. The main findings of this study were as follows: The primary bullying behaviors found in the study were common in the typical school ground, such as physical bullying, verbal bullying and interpersonal bullying. Peer bullies in the inclusive classroom could be categorized into those of overt bulling type and covert bullying type. Although the overt bullying type students were just a few in number they exhibited explicit bullying behaviors. The majority of the bullying behaviors, however, were the covert type - these students overlooked bullying behaviors by other students and participated in subtle bullying behaviors themselves (such as isolating and excluding the bullied victim). The reasons for being bullied by students with disabilities include: having a poor academic standing, exhibiting atypical behaviors, having poor social skills, causing disruptions in their classes, and being unable to fit the norms of their peer group. These above behaviors often rendered bullied students the target of dislike by their peers and set off bullying behaviors by peers. When teachers intervened by applying the approach that “highlights the needs and weaknesses of students with disabilities to incur compassion” in dealing with bully incidences, it often ended up stigmatizing the bullied students further. Inadvertently, the process ostracizes the bullied students with disability even more and exacerbates the uneven power relation among the students in a regular classroom. In addition, the services provided by resource classroom teachers were inadequate in addressing the bullying situations suffered by students with disabilities. Finally, based on the above findings this paper offers some suggestions for implementing anti-bullying intervention programs in the future.


中華民國兒童福利聯盟文教基金會(2009):反霸凌實驗方案實錄。取自 http://www.children.org.tw/database_p0.php?offset=5&id=276&typeid=26 [Child Welfare League Foundation ROC. (2009). Anti-Bully experimental program record. Retrieved from:http://www.children.org.tw/database_p0.php?offset=5&id=276&typeid=26]
王慶福譯、洪光遠譯、程淑華譯、王郁茗譯、Brehm, S. S.、Kassin, S.、Fein, S.(2005)。社會心理學。臺北:雙葉書廊。
伊甸基金會(2013):伊甸統計九成身障學童遭霸凌。取自http://mag.udn.com/mag/life/printpage.jsp?f_ART_ID=476264 [Eden Social Welfare Foundation. (2013). Eden calculates 90% studuents with disablilties suffer bully. Retrieved from: http://mag.udn.com/mag/life/printpage.jsp? f_ART_ID=476264]

Cited by

陳怡萱(2018)。「當心,教室裡無聲的惡魔!」 關係霸凌因應策略之回溯研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840/cycu201800115