Electronic Journal for Inclusive Education
Abstract
This qualitative study observed bullying patterns and trends of students with and without disabilities in inclusive settings. The participants were fourth grade students eligible for receiving special education services in inclusive , resource and self-contained settings. Qualitative data were collected while students were in class and during specials and non-academic times. The data suggests that students with disabilities are bullied and are themselves bullies at times. There appeared to be a relationship between personal characteristics and the incidence of bullying. Further, adult intervention was reported to be lax during incidences f bullying. Educational implications for schools, teachers and teacher educators are presented.
Repository Citation
Malian, I. M.
(2012).
Bully versus Bullied: A Qualitative Study of Students with Disabilities in Inclusive Settings,
Electronic Journal for Inclusive Education, 2
(10).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
