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Creating a Positive School Environment for Effective Inclusion - Coggle…
Creating a Positive School Environment for Effective Inclusion
Does bullying serve some purpose for society? resulting in ambivalence toward antiviolence programs
since youth react to bullying with violence to fight back
harassment of youth with disabilities is steadily increasing
whole school antibullying/antiviolence programs are necessary to address this problem effectively
Defining the Issue
bullying, harassment, and teasing within schools is practiced by many students and historically allowed, ignored, and even modeled by adults
bullying and teasing have been accepted by many as a rite of passage for youth-normal part of childhood experience
complaints and consultation calls to Office for Civil Rights and Office of Special Education and Rehabilitative Services regarding disability harassment in school
bullies tend to focus on peers who seem vulnerable
young people believe that vulnerability predicts whether or not a student becomes a victim
Features in American schools may contribute to this problem
labeling and separating students based on athletic or academic aptitude provides the atmosphere for bullying, teasing, and development of cliques
continuing non-participation by students with disabilities in gen ed classes, mainstream clubs/organizations, athletic programs perpetuates a lack of understanding and interaction among students with and without disabilities
unless bullying is addressed proactively it can lead to serious consequences for students
higher dropout rates
violence in school
lower self esteem
fewer friends
declining grades
increased illness
lifelong problems can include criminal justice system, mental health issues, and poor relationship development
equal access to educational opportunities benefits youth with disabilities can be eroded by bullying
bullying and teasing defined
negative behavior involving: a pattern of repeated aggression, deliberate intent to harm or disturb a victim despite apparent victim distress, and a real or perceived imbalance of power, with the more powerful child or group attacking a physically or psychologically vulnerable victim
harassing someone because of a perceived difference, being physically attacked, assaulted or abused
rate of bullying occurs depends on many factors
whether or not peers and responsible adults get involved and provide support
how victims respond
how schools or organizations either condone and dolerate or prevent its occurence
lack of leadership by youth to prevent bullying and teasing of their peers
teasing is a form of bullying that is more discreet and subtle
spreading rumors, ridicule, verbal abuse, public shunning or private humiliation and embarrassment
peer victimization is one of today's most overlooked educational problems
students rank verbal behavior as the primary mode of teasing: long term verbal harassment is as damaging psychologically as infrequent physical harassment
students do not know how to deal with teasing: social and communication skills are central to dealing with teasing and harassment in any successful antibullying efforts
Disability Harassment Defined
bullying or teasing because of a disability
creates a hostile environment by denying access and participation in, or receipt of benefits, services, or opportunities at school
when young adults feel physically or socially unsafe: schools become a breeding ground for ridicule and attack
Addressing the Problem
experts must help students exert leadership in recognizing bullying, refusing to participate, and in coming to the aid of victims skillfully and nonviolently
schools need to implement comprehensive antibullying and antiviolence programs
schools must develop and disseminate an official policy and grievance procedures that prohibit discrimination based on disability
commit to consistent application of nonhostile, nonphysical sanctions for offenders