Naslov
Bullying and social inclusion of pupils with intellectual disability

Autori
Žic Ralić, Anamarija ; Sekušak-Galešev, Snježana ; Lisak, Natalija

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
2nd Edition „New ways to measure social inclusion“ / De Boer, Anke ; Huber Christian - Groningen : Faculty of Behavioural and Social Sciences University of Groningen, 2019, 18-18

Skup
Mini-conference on the Social Inclusion of Students with Disabilities in General Education

Mjesto i datum
Groningen, Nizozemska, 09.05.2019. - 10.05.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
bullying, intellectual disability, children and youth, social inclusion

Sažetak
This study is conducted in order to determine if there are significant differences between pupils with ID who are victims/perpetrators of bullying and those who are not victims/perpetrators on measures of social inclusion (peer problems ; relational aggression ; acceptance by peers). Sample consist of pupils with ID (N=119) attenders of primary or secondary vocational schools, aged 13 - 18 years, both sexes and typical pupils (N=100) attenders of primary schools, aged 11-14 years, both sexes. Samples are equalized by mental age. Pupils and their teachers have estimated bullying with School Bullying Questionnaire (UŠN-2003 ; Buljan Flander & Karlović, 2003). Social inclusion has been estimated by teachers with: Strengths and Difficulties Questionnaire (SDQ ; Goodman et al., 2010) ; Child Interaction Scale (CIS ; Crick & Grotpeter, 1995 ; Crick, 1996) and Peer Relations Questionnaire (PRQ ; Ladd & Profiler, 1996). According to teacher’s assessment of bullying in pupils with ID, there are statistically significant differences on all measures of social inclusion, between victims and those who are not, as well as between perpetrators of bullying and those who are not. Teachers estimation for typically developed pupils showed significant differences on peer problems and acceptance by peers between victims and no-victims, and on relational aggression between perpetrators and no-perpetrators. When pupils with ID estimate their bullying experience, there are no statistically significant differences in measures of social inclusion between victims and no-victims, but there is significant difference in relational aggression between perpetrators and no- perpetrators. Based on bullying assessment of typical pupils, there are significant difference on relational aggression between victims and no- victims, but no differences between perpetrators and no-perpetrators. We can conclude that pupils who experienced bullying have also challenges in peer problems, relational aggression and acceptance by peers, according to teacher’s estimation. Results based on pupils estimation of bullying point out just differences in relational aggression.

Izvorni jezik
Engleski

Znanstvena područja
Edukacijsko-rehabilitacijske znanosti

POVEZANOST RADA