JSS  Vol.3 No.9 , September 2015
Violence among Students with and without Special Needs in Regular Education
ABSTRACT

The current study focuses on students with special needs who are integrated in mainstream education frameworks. The first aim of the study is to determine whether students with and without special needs exhibit different levels of violence. The second aim is to determine the impact of a specially-designed intervention program which is implemented with students with special needs and intends to increase their understanding of the various aspects of violence. The current study involved 561 (197 of them with special needs) male and female students studying in the 7th-9th grade in an regional junior high school in Israel. All the students completed the “Bully/Victim Questionnaire” [1]. Students with special needs participated in an intervention program based on the Cycle of Internalized Learning (CIL) model [2]. After completing the intervention program, students’ perceptions of violence were reassessed by using the “Bully/Victim Questionnaire”. The pre-intervention findings indicated no difference in the pattern or the level of violence among students with special needs and the other students at the school, where as post-intervention. Findings revealed that students with special needs expressed higher incidences of violence than their peers who had not participated in the intervention.


Cite this paper
Vizer, N. (2015) Violence among Students with and without Special Needs in Regular Education. Open Journal of Social Sciences, 3, 77-82. doi: 10.4236/jss.2015.39012.
References
[1]   Olweus, D. (1991) Bully/Victim Problems among Schoolchildren: Basic Facts and Effects of a School Based Intervention Program. In: Pepler, D.J. and Rubin, K.H., Eds., The Development and Treatment of Childhood Aggression Hillsdale, Lawrence Erlbaum, NJ, 411-448.

[2]   Reiter, S. (2008) Disability from a Humanistic Perspective: Towards a Better Quality of Life. Book Series: Health and Human Development, Nova Science Publishers, New York.

[3]   Balin-Arcaro, C., Smith, J.D., Cunningham, C.E., Vaillancourt, T.and Rimas, H. (2012) Contextual Attributes of Indirect Bullying Situations that Influence Teachers’ Decisions to Intervene. Journal of School Violence, 11, 226-245. http://dx.doi.org/10.1080/15388220.2012.682003

[4]   Evans, P. (2010) The Verbally Abusive Relationship: How to Recognize It and to Respond. Adams Media, Avon.

[5]   Evans, P. (2012) Victory over Verbal Abuse: A Healing Guide to Renewing Your Spirit and Reclaiming Your Life. Adams Media, Avon.

[6]   KarniVizer, N. (2014) Effectiveness of an Intervention on Verbal Violence among Students with Intellectual Disabilities. International Journal of Secondary Education, 3, 1-7.

[7]   Lund, M., Blake, J.J., Ewing, H.K. and Banks, C.S. (2012) School Counselors’ and School Psychologists’ Bullying Prevention and Intervention Strategies: A Look into Real-World Practices. Journal of School Violence, 11, 246-265. http://dx.doi.org/10.1080/15388220.2012.682005

[8]   Sherer, Y.C. and Nickerson, A. B. (2010) Anti-Bullying Practices in American Schools: Perspectives of School Psychologists. Psychology in the Schools, 47, 217-229. http://dx.doi.org/10.1002/pits.20466

[9]   Bernes, B.K. and Bardick D.A. (2007) Conducting Adolescent Violence Risk Assessment: A Framework for School Counselors. Professional School Counseling, 419-427. http://dx.doi.org/10.5330/prsc.10.4.e43404402j07480u

[10]   Craig, W.M. and Pepler, D.J. (2007) Understanding Bullying: From Research to Practice. Canadian Psychology, 48, 86- 93. http://dx.doi.org/10.1037/cp2007010

[11]   Mitchell, D. (2008) What Really Works in Special and Inclusive Education. Using Evidence-Based Teaching Strategies. Book.

[12]   Carter, B. and Spencer, V. (2006) The Fear Factor: Bulling and Students With Disabilities. International Journal of Special Education, 21, 11-23.

[13]   Mclntyre, A. (2000) Constructing Meaning about Violence, School, and Community: Participatory Action Research with Urban Youth. The Urban Review, 32, 123-154. http://dx.doi.org/10.1023/A:1005181731698

[14]   Ozer, E. and Weinstien, R. (2004) Urban Adolescents’ Exposure to Community Violence: The Role of Support, School Safety, and Social Constraints in a School-Based Sample of Boys and Girls. Journal of Clinical Child and Adolescent Psychology, 33, 463-476. http://dx.doi.org/10.1207/s15374424jccp3303_4

[15]   Vaillancourt, T., McDougall, P., Hyrnel, S. and Sunderani, S. (2010) Respect of Fear? The Relationship between Power and Bulling Behavior. In: Jimerson, S.R., Swearer, S.M. and Espelage, D.L., Eds., Hand-Book of Bulling in Schools: An International Perspective, Routledge, New York, 211-222.

[16]   Kaplan, I., Lewis, I. and Mumba, P. (2007) Picturing Global Educational Inclusion? Looking and Thinking across Students’ Photographs from the UK, Zambia and Indonesia. Journal of Research in Special Educational Needs, 7, 23-35. http://dx.doi.org/10.1111/j.1471-3802.2007.00078.x

[17]   Karni, N. and Reiter, S. (2014) Organizational Conditions and School Culture fostering Inclusive Education in Arab Schools in Israel. International Journal of Developmental Disabilities, 60, 205-214

[18]   Karni, N., Reiter, S. and Bryen, D.N. (2011) Israeli Arab Teachers’ Attitudes Israeli Arab Teachers’ on Inclusion of Students with Disabilities. The British Journal of Developmental Disabilities, 57, 123-132. http://dx.doi.org/10.1179/096979511798967106

[19]   Wedell, K. (2008) Confusion about Inclusion: Patching up or System Change? British Journal of Special Education, 35, 128-143.

[20]   Estell, D.B., Farmer, T.W., Irvin, M.J., Crowther, A., Akos, P. and Boudah, D.J. (2009) Students with Exceptionalities and the Peer Group Context of Bullying and Victimization in Late Elementary School. Journal of Child and Family Studies, 18,136-150. http://dx.doi.org/10.1007/s10826-008-9214-1.

[21]   Hoover, J.H. and Stenhjem, P. (2003) Bulling and Teasing of Youth with Disabilities: Creating Positive School Environments for Effective Inclusion. National Center on Secondary Education and Transition Issue Brief, 2, 1-5. http://dx.doi.org/10.1002/pits.10052

[22]   Harley, D.A., Nowak, M.T., Gassaway, J.L. and Savage, A.T. (2002) Lesbian, Gay, Bisexual, and Transgender College Students with Disabilities: A Look at Multiple Cultural Minorities. Psychology in the Schools, 39, 525-538.

[23]   Horner-Johnson, W. and Drum, E.C. (2006) Prevalence of Maltreatment of People with Intellectual Disabilities: A Review of Recently Published Research, Mental Retardation and Developmental Disabilities. Research Reviews, 12, 57-69. http://dx.doi.org/10.1002/mrdd.20097

[24]   Pachankis, J.E. (2007) The Psychological Implications of Concealing a Stigma: A Cognitive-Affective-Behavioral Model. Psychological Bulletin, 133, 328-345. http://dx.doi.org/10.1037/0033-2909.133.2.328

 
 
Top