A study of the bullying victimization and metoring process of junior high school students with disabilities：take one junior high school setting as an example.

• Main Authors: Lo, Fang-Ling, 羅丰苓
• Other Authors: Tai-Hwa Emily Lu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/20000237446619815509

博士 === 國立臺灣師範大學 === 特殊教育學系 === 100 === The purpose of this thesis was to explore the status, cause and mentoring process for students with disabilities being bullied by the peers in inclusive classes of a junior high school. Action research was used in two phases of this study. Phase I focused on the understanding of bully problems through interviews with bullied students with disabilities, teachers, bullying students and those same class peers of the regular classroom who were not so much excluding those being bullied. Related files, documents and observations were also collected and analyzed for understanding the current status and the causes of being bullied. After that, an draft anti-bully mentoring program was formulated based on the findings. Phase II focused on the implement of the draft anti-bully mentoring program and its revision process for setting up a more concrete and feasible bully prevention mentoring program for them. The main findings of this study were as follows: Ⅰ. Current status for students with disabilities being bullied 1. The primary bullying behaviors they concurred were traditional campus types such as physical bullying, verbal bullying and relational bullying. 2. Peers in the inclusive classroom could be divided into students of dominant and latent bullying types. Although dominant bullying type students were just a few but showed obvious bullying behaviors. Majority in the whole class were latent bullying types of tolerating the bullying behaviors and participating in esoteric bullying behaviors (such as isolation and exclusion) as well. Ⅱ. Causes for students with disabilities being bullied 1. Poor academic performances, bizarre behaviors, poor social skills, interference in the class, failures to comply with community norms were the major causes for being bullied. The above behaviors could cause them becoming dislike persons and could instigate peer bullying behaviors. 2. Teachers applied the approach of “weakening the stance of students with disabilities to incite compassion” to deal with bully issues and it could belittle students with disabilities which would further aggravate the unevenness as opposed to the peer strength in regular classroom. Additionally, teachers using abusive language could also be mimicked by other students toward students with disabilities. 3. The services provided by resource classroom teachers were mainly by showing videos, one-on-one teaching of social skills, or pull out program of remeding academic courses, which could not alter the bullying situations suffered by students with disabilities. Ⅲ. Implementing process of the anti-bully mentoring program 1. In teacher aspect, I communicated and counselled them to enhance the discipline skills and to raise the level of capability in handling bully. 2. In peer aspect, a transforming of the bully behavior by negatively punishing the bullied students into the friendly behaviors by positively assisting the students being bullied. 3. In the bullying student aspect, the mentoring was focused on assisting the efforts to peacefully coexisting with the bullied students and by praising and erased the mistakes made before as drives of maintaining good behaviors. 4. For the students being bullied, they gradually changed their own behaviors under the premise of joint enhancements towards bully behaviors by the teachers, class peers and even the bullying students. Sometimes the conflicts were still persisted, therefore, it is recommended that continuing student mentoring should be provided in the future. At last, suggestions were made according to the above findings for future implementation.