Bullying and Victimization among Students in Special Education and General Education Curricula
By Chad A. Rose, Dorothy Espelage, Steven R. Aragon, John Elliott. 2011
95 citations recorded by the source corpus.
International research established over a decade ago that students who are enrolled in special education curricula are victimized and perpetrate more bullying than their general education peers. However, few empirical studies have examined bullying rates among American schoolchildren who receive special education services. In the current study, a sample of middle school students (n = 1009) enrolled in general and special education programs completed the University of Illinois bullying, fighting, and victimization scales. As hypothesized, students with disabilities reported higher rates of victimization and fighting behaviours than students without disabilities. Conversely, students with disabilities and their general education peers reported similar rates of bully perpetration.
Subfields: Developmental and Educational Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/13667544daaaf5ced5e39e98c9473d24eccccd3c
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In Developmental and Educational Psychology
In Education
In Social Psychology
- J. Polanin
- Chad A. Rose
- Dorothy Espelage
- V. P. Poteat
- Melissa K. Holt
- Christina Salmivalli
- Sabina Low
- Susan M. Swearer
Citations in the corpus
- Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization Among Middle School Students With Disabilities (2015, background): “…have documented that victims often experience depression, social anxiety, and low self-esteem, which could then contribute to academic challenges, with bullies and bully-victims reporting similar academic, interpersonal, and intrapersonal challenges (Cook, Williams, Guerra, Kim, & Sadek, 2010).”