https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(12)60692-8.pdf

Prevalence and risk of violence against children with disabilities: a systematic review and meta-analysis of observational studies.

Handbook of Attachment: Theory, Research, and Clinical Applications

Bullying perpetration and victimization have become pervasive problems in American schools Recent research suggests a causal association between prolonged periods of victimization and overt acts of school violence These findings are germane to students with disabilities in light of evidence suggesting these students are victimized more often than typically developing peers The purpose of this review is to provide special educators with an overview of definitions and issues related to bullying perpetration and victimization and to synthesize research on this topic as it pertains to students with disabilities by disability type, personal characteristics, and educational placement It was concluded that additional research is needed on prevalence and types of bullying, factors related to perpetration or victimization, and appropriate school-based interventions for special needs populations

Bullying Perpetration and Victimization in Special Education: A Review of the Literature

Objective: To explore the types, prevalence and associated variables of cyberbullying among students with intellectual and developmental disability attending special education settings. Methods: Students (n ¼ 114) with intellectual and developmental disability who were between 12–19 years of age completed a questionnaire containing questions related to bullying and victimization via the internet and cellphones. Other questions concerned sociodemographic characteristics (IQ, age, gender, diagnosis), self-esteem and depressive feelings. Results: Between 4–9% of students reported bullying or victimization of bullying at least once a week. Significant associations were found between cyberbullying and IQ, frequency of computer usage and self-esteem and depressive feelings. No associations were found between cyberbullying and age and gender. Conclusions: Cyberbullying is prevalent among students with intellectual and developmental disability in special education settings. Programmes should be developed to deal with this issue in which students, teachers and parents work together.

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Cyberbullying among students with intellectual and developmental disability in special education settings

This review gives an overview of the societal inequalities faced by people with intellectual disabilities, before focusing specifically on challenges people face accessing the Internet. Current access will be outlined along with the societal, support and attitudinal factors that can hinder access. Discussion of carer views of Internet use by people with intellectual disabilities will be covered incorporating consideration of the tension between protection, self-determination and lifestyle issues and gaining Internet access. We will address how impairment related factors may impede access and subsequently discuss how supports may be used to obfuscate impairments and facilitate access. We will move on from this to critically describe some of the potential benefits the Internet could provide to people with intellectual disabilities, including the potential for self-expression, advocacy and developing friendships. Finally, strategies to better include people with intellectual disabilities online will be given along with future research suggestions.

/pdf/internet-access-by-people-with-intellectual-disabilities-19ja7j5phx.pdf

Internet Access by People with Intellectual Disabilities: Inequalities and Opportunities

Abuse of persons with disabilities continues to remain largely invisible, in spite of estimates suggesting that it is perpetrated against them more frequently than against those without disabilities. The aim of this study was to conduct an exploratory investigation regarding the frequency and type of abuse of a selected group of students with intellectual disabilities in one high school in Israel and compare the findings with the frequency and type of abuse reported by non-disabled youth from a similar socioeconomic background. A total of 100 students answered the "Ending the Silence" questionnaire, 50 of them with intellectual and other disabilities. The main findings indicate that students with intellectual and other disabilities suffered from abuse more frequently than their peers; most of the instances of abuse occurred within the close social environment of the victim and were repeated over time.

Adolescents with intellectual disabilities as victims of abuse.

Harassment and bullying among 186 students with intellectual disabilities, ages 12 to 21 years, in special education schools were examined. The differences between bullies and victims in terms of social adjustment and social skills were investigated. No prototypes characterizing differences in social skills were found between the three subgroups: victim, bully, and victim-bully. However, bullies and victim-bullies exhibited significantly higher levels of challenging behaviors, such as temper tantrums, unruly and quarrelsome behavior, and a tendency to lie and steal. Significant correlations were also found among actions as a bully, violent behavior, and hyperactivity. Being a victim was correlated with emotional and interpersonal problems.

Bullying Among Special Education Students With Intellectual Disabilities: Differences in Social Adjustment and Social Skills

Mainstreaming/inclusion is one of the more complex changes on the current educational scene. The goal of this research study was to examine the school principal as the leading figure in implementing inclusion and to characterize his/her role as a change agent. The variables explored were the principal's educational vision and the inclusive practices in school. A sample of 110 elementary school principals in Israel were studied. The Israeli Special Education Law of 1988 and the ongoing regulations issued by the Ministry of Education include provisions requiring mainstreaming. Several different instruments were used. The main findings were as follows: principals were found to perceive the expected social success of mainstreamed students higher than their expected educational success; the severity of the disability affected their perception and how they forecast success; a variety of inclusive educational placements were noted in the schools; several background variables, namely age, level of education and i...

Principals' views and practices regarding inclusion: the case of Israeli elementary school principals

E-Mentoring for All

An intervention program aimed at the improvement of the quality of inclusion of pupils with autism in a regular fourth grade classroom (average age of 9 years) was applied with 23 pupils. Two pupils with autism were included from first grade. The regular pupils displayed signs of burnout stemming from the inclusion. The aim of the study was to examine the effect of a specially designed intervention program on the regular pupils' level of burnout, attitude to the pupils with autism, and the quality of their mediation. Three questionnaires covering these variables were administered twice, at the beginning and at the end of the intervention program. The findings showed less burnout at the end of the program, significant improvement in the quality of mediation and more positive attitudes towards pupils with autism. Significant correlations were found between burnout, quality of tutoring and positive attitudes towards pupils with autism.

Shunit Reiter

Papers

Adolescents with intellectual disabilities as victims of abuse.

Bullying Among Special Education Students With Intellectual Disabilities: Differences in Social Adjustment and Social Skills

Principals' views and practices regarding inclusion: the case of Israeli elementary school principals

E-Mentoring for All

Inclusion of pupils with autism The effect of an intervention program on the regular pupils' burnout, attitudes and quality of mediation