prevalence and definition of bullying and disability based harassment.pdf
Recognize, Respond, Report
Preventing and Addressing Bullying of Students with Special Needs
by
Lori Ernsperger, Ph.D., BCBA-
Baltimore·London·Sydney
Excerpted from Recognize, Respond, Report: Preventing and Addressing
Contents
- About the Appendixes
- About the Author
- Acknowledgments
- Foreword Dorothy Espelage
- Preface
- Overview of the Book
- Part I: Recognize Bullying and Disability-Based Harassment in Schools
- Part II: Respond to Bullying and Disability-Based Harassment in Schools
- Part III: Report Bullying and Disability-Based Harassment in Schools
- Resources and Special Features
Resources and Special Features:
- 2 Types of Bullying
- Cyberbullying
- Bully-Victim Dynamic
- Staff Mistreatment of Students with Disabilities
- Implementation Checklist
The Impact of Bullying and the School Response
- Impact on Academic Achievement
- Impact of Parental Involvement
- Impact on School Safety
About the Author
Dr. Lori Ernsperger is an international speaker, author, and Board Certified Behavior Analyst (BCBA-D) from Henderson, Nevada. She is the executive director of Behavioral Training Resource Center, LLC. Dr. Ernsperger received her doctorate in special education from Indiana University. She has more than 30 years of experience working in the public schools as a classroom teacher, administrator, and education consultant. Dr. Ernsperger provides professional development to school district personnel focusing on bridging the gap between research and everyday practice in the classroom.
Prevalence and Definition of Bullying and Disability-Based Harassment
Bullying was once a silent epidemic endured by millions of children. The attitude "kids will be kids" was considered just a part of normal childhood development. Many school professionals do not recognize the severe implications of bullying and its long-term impact on childhood victims. Today, bullying is recognized as a public health concern. Here are some statistics:
- 28% of middle school students may experience bullying.
- Approximately 20% of students report being bullied across various grade levels.
- 27% of boys and 30% of girls reported being bullied in the past year.
- 24% of elementary and secondary students are bullied weekly.
Students with disabilities are bullied at twice the rate of their peers. Reports indicate:
- 60% of students with disabilities are bullied in schools.
- 63% of students with autism spectrum disorders (ASDs) were bullied in schools.
- Students with physical disabilities are reported to be 1.94 times more likely to be bullied.
Implementation Checklist
| Can you...? | Yes |
|---|---|
| Review and articulate the prevalence of bullying | ✓ |
| Identify the impact of bullying on students with disabilities | ✓ |
| Memorize the keywords and common language to define bullying | ✓ |
| Differentiate between bullying and normal childhood conflict | ✓ |
| Label the three federal laws that protect students with disabilities | ✓ |
| Indicate the four-prong criteria for disability-based harassment | ✓ |
| List the legal ramifications of harassment in schools | ✓ |
Definitions
Bullying is characterized by a systematic and chronic infliction of physical and/or psychological distress on another. It can take various forms, including physical, verbal, or social harassment. Key terms related to bullying include:
- Repeated actions
- Harmful to the victim
- Unwelcome behavior
- Inflicted on someone with less perceived power.
Conclusion
Given the high rates of bullying among students with disabilities, it is critical for professionals in education to recognize the signs of bullying and the legal obligations to intervene. Schools must foster a safe and respectful environment to provide equal educational opportunities for all students.