1 University of Arkansas, Fayetteville Rehabilitation, Human Resources and Communication Disorders Undergraduate Honors Theses Rehabilitation, Human Resources and Communication Disorders Pushing to the Breaking Point: Do Children with Speech and Language Problems Experience Bullying? Meagan D. Pestel University of Arkansas, Fayetteville Follow this and additional works at: Recommended Citation Pestel, Meagan D., "Pushing to the Breaking Point: Do Children with Speech and Language Problems Experience Bullying?" (2012). Rehabilitation, Human Resources and Communication Disorders Undergraduate Honors Theses. Paper 32. This Thesis is brought to you for free and open access by the Rehabilitation, Human Resources and Communication Disorders at It has been accepted for inclusion in Rehabilitation, Human Resources and Communication Disorders Undergraduate Honors Theses by an authorized administrator of For more information, please contact
2 Running head: BULLYING CHILDREN 1 Pushing to the Breaking Point: Do Children with Speech and Language Problems Experience Bullying? Meagan D. Pestel Program in Communication Disorders Honors Thesis 2012
3 BULLYING CHILDREN 2 Abstract The purpose of this study was to examine if students with speech and/or language disorders were more likely to experience bullying than children with normal developmental milestones and speech. There were fifty parents sought to respond to a survey (by using Survey Monkey) about their child s specific disorder, school size, age, bullying experiences, etc. Twenty-two responses were obtained for research. Results of the research showed that about 50% of parents felt their child had been bullied because of their speech and/or language problem while 50% of parents felt that their child was not bullied or the bullying they experienced was age related and normal.
4 BULLYING CHILDREN 3 Bullying in Children with Disorders Bullying is a social problem children with communication disorders deal with on a daily basis. This research should find statistics and facts about the problems that these children may face. In an article written by Kuster (2002) a little girl wrote to Santa and said, Dear Santa, my name is Amy. I am nine years old. I have a problem at school. Can you help me Santa? Kids laugh at me because of the way I walk and run and talk. I have cerebral palsy. I just want one day where no one laughs at me or makes fun of me. This article talks about the importance of showing kids how to deal with the taunting and ridicule that goes along with communication disorders. It also shows techniques on how to teach middle school children to be more accepting of different children. In another article about bullies in middle school (McKinley, 2004) it is stated that children with speech and language problems are two to three times more likely to be bullied during school hours. This article mentions books that children and parents can read to help them deal with these issues. As well as the first article, this one talks about ways to make the bully not feel as in charge by doings things like walking away. Also included in the articles are ways to help children defend themselves and to avoid their bully altogether. Children with normal hearing miss 25% of what the teacher says (McKinley, 2004). When considering this statistic, it is easy to understand why a child that is not developing normally would have more trouble in school and potentially need further assistance. An article written by Knox and Conti-Ransden (2003) compared the level of risks for bullying that children were at depending on their academic situation. The children used in the
5 BULLYING CHILDREN 4 study were either involved in mainstream education with no additional learning support, mainstream education with additional supported learning, a language unit attached to a mainstream school, language school, or a special school with provision for various special educational needs. The study did indeed show that children with speech problems in mainstream education centers were bullied more frequently than children in special learning centers. The purpose of this study is to examine if students with speech-language disorders are more likely to experience bullying than children with normal developmental milestones and speech. Review of the Literature Think back to fifth grade. Odds are most children were bogged down with homework, but were playing sports and living a happy life in their most uncomfortable years. Middle school is the beginning of when children begin to discover who they are. Many children struggle with not only body changes, but are constantly trying to fit in and find a solid group of friends. Now think about dealing with middle school with a speech disorder. Now, not only does a child have to deal with all of the normal awkward things that play into middle school, but they also have a speech impediment that can affects how often they are teased or their ability to make friends. Children at this age are just seeking social acceptance. Many children struggle with speech and language problems in their early years. A speech and language disorder is defined as an impairment of speech or receptive language. Speech disorders usually involved difficulties with articulation which can generally improve or resolve with speech therapy, usually requiring treatment... ( Speech and Language Disorders n.d., para 1). A major problem that comes along with any type of speech disorder is self esteem
6 BULLYING CHILDREN 5 issues and bullying. Bullying is defined as a blustering, quarrelsome, overbearing person who habitually badgers and intimidates smaller or weaker people, ( Bullying n.d., para. 1). There is a significant amount of literature that addresses bullying and young children who have communication difficulties. For example, Luciano (2005) completed a study on children with speech issues. When given a questionnaire, the children of the study who have language difficulties rated themselves three times more likely to be bullied than children that did not have such problems. First he found that one of the main issues faced in this matter is that teachers in a school vary in what they consider to be bullying. Many teachers don t see psychological harassment to be harmful and only consider physical abuse to be a part of bullying. Also, Luciano s research found evidence that confirmed that when a child that is taken out of class and spends time away from the mainstream learning, they are more apt to be bullied. Teachers that made their class a more caring or structured environment proved to have less bullying as well. When considering this, teachers that are more involved in their classroom activities and that are constantly seeking to have a safe and fun environment would have a better control on the teasing and harassment that happened. Davis (2002) focused on one specific speech disorder; stuttering, and farmed the same results. Specifically he found that children who had a stammering problem were considered to be of a lower social position and were more likely to be bullied in a school setting. Davis talks about the long lasting effects and setbacks that singling out a child with a stammer can cause. In this study, they found that early drop out, sleepiness, trouble concentrating in school and depression were all correlated with children that were harassed and had a stutter. The reason for their lack of acceptance is likely to be their inability or unwillingness to engage in verbal
7 BULLYING CHILDREN 6 interactions therefore, leading them to not form the social relationships that a child with normal speaking would. After performing their procedure, they did indeed find that children who did not have a stammer were in the positive social group status. In other words, children without a stammer were classified in the popular group while children with a stutter were placed into the rejected group. An issue this article addressed was that sometimes, children who stutter are placed in the special education needs program when this is not necessary. Children with this issue need to be placed in mainstream educational classes because the forced social interaction will only help them in using speech in a daily lifestyle. Only between 18 and 20% of children with special needs were placed in the mainstream classrooms. The study concluded that a child with a stutter was chosen to be a leader in an activity less than half of the time as another child. Also, children who stutter were more likely to be seen as someone who individually seeks help or is a victim of bullying. Bullying ricks of 11-year-old children with specific language impairment (SLI): does school placement matter? the idea of school placement playing a huge role in the bullying itself was further examined. The study began when children when in their second year of school (about seven years old) and the researchers sought to see the children s specific language impairment and the level of current severity. Later, the researchers contacted the children when they were approximately eleven years of age, and had gone their separate ways in regards to schooling, to see if their individual academic placement affected their current educational needs. The study compared the children that were still attending mainstream school and children that were now attending a school more specific to their language impairment needs and compared the amount of bullying each child mentioned. The study concluded that children that were attending
8 BULLYING CHILDREN 7 a school that other children, like themselves, had problems with speech involved significantly less bullying than a mainstream school. All of these articles are examples of ways that children with a speech or language disorder can struggle in everyday school. Children not only can be pulled out of their mainstream classes, but they also can isolate themselves, be teased and harassed, or feel different from the other children in their classroom (Luciano 2005). All in all, the studies concluded that children with any type of speech disorder have trouble with things that children with normal speech take of granted. Clearly, there is a significant amount of literature that has identified that children with speech and/or language disorders are at a much higher risk for being bullied. The purpose of this study was to determine if children with a speech and/or language disorder more likely to be bullied than children that are developing normally and if so, are children who receive speech language therapy in the school setting more at risk for being bullied than children who receive treatment outside of the school setting? The specific questions of this study are as follow: 1) Are children with speech and/or language disorders targeted at all? 2) Do they receive in school or after school therapy? 3) Do males or females tend to be bullied more? 4) Does the bullying tend to be more physical or emotional?
9 BULLYING CHILDREN 8 Methodology Participants Fifty parents of school-aged children with speech and/or language disorders were sought for this study. There was no control for ethnicity, living location (e.g., size of town or region of the state), or type of school. Materials An electronic survey was developed from the literature on bullying and the literature on social issues that arise for children with speech and/or language disorders. This included brief demographic information such as age of the child, kind of school attended, size of city, and size of school. A second portion of the survey allowed participants to describe the speech and/or language issues of the child being described in the survey respond. The last section of the survey provided information about bullying. Procedures The survey was distributed to parents using Survey Monkey. Parent support groups and local agencies were contacted about the study and asked to distribute the link. The survey was available to participants for 30 days. A reminder was sent at the two week point. Analysis Descriptive analysis was used to report the data. Results The survey was distributed through school list serves via addresses that were obtained through Fayetteville, Arkansas and Claremore, Oklahoma. Twenty-two surveys of the fifty surveys delivered to parents were returned to the investigator. Most of the responses came from parents that their child was male (68.2%) and younger than 6 years of age (45.5%). 50.0%
10 BULLYING CHILDREN 9 of the children spoken about in the survey were either in kindergarten, first, second, or third grade and exactly half of the children attended public school while the other half attended private school. While this research provides an overall perspective on who the respondent to the study were, the actual data collected was not specifically linked to these demographics. Therefore the results that follow will be based on the entire data set. Question One The first question of this study asked if children with speech and/or language disorders were targeted for bullying. Item 8 from the questionnaire was used to answer this question. Of the twenty-two parents that responded to the survey half said that their child had been bullied in some way. 45.5% said their child had been pushed, kicked, hit or other physical bullying, 45.5% said their child had been laughed at, called names and teased, while 73.7% said their child had been left out or neglected by peers or educators.
11 BULLYING CHILDREN 10 Question Two The second question of the study sought to determine where children received speech language pathology services. Item 6 from the questionnaire was used to answer this question. 35% of children received therapy by being pulled out of a classroom, 5% received therapy while remaining in the class, 40% received therapy at a private practice, 0% of children received therapy at a hospital, 30% attended therapy at a university clinic, and 20% were received no therapy at this time. Question Three The third question of this study requested information about if males or females tended to be bullied more. Item 10 on the questionnaire was used to answer this question. 15 parents responded to the open response section where they were asked to elaborate on
12 BULLYING CHILDREN 11 their child s bullying experience. Ten of the responses stated that they didn t believe the bullying was a result of their speech and/or language delay. For example, one parent stated that they believed it was a result of his shyness while another believed it was due to his developmental delays caused by Down syndrome. Of the responses that did in fact believe the bullying was a result of their speech and/or language delay, one did not state the gender of their child, three responses were speaking about a male, and one was speaking about a female. Question four The fourth question of the study sought to see if the bullying tended to be more physical or more emotional. Item 8 of the questionnaire was used to answer this question. When answering this question, parents had the ability to select all that applied to their child, but from looking at the chart below it is apparent that children were more exposed to emotional bullying like being laughed at, called names, teased, being left out, or neglected when compared to physical bullying like being pushed, kicked, or hit.
13 BULLYING CHILDREN 12 Discussion The purpose of this study, which focused on bullying, was to investigate the emotional and physical distress that can come with having a speech and or language disorder. From the literature it was predicted that children who have speech and/or language disorders would be at high risk for bullying. More specifically, McKinley, 2004 stated that a child with a communication disorder was 2/3 more likely to experience bullying. When looking at the results of this study, only 50% of the parents reported bullying of their child. Of the parents that participated in this study and said their child had experienced bullying some believed it was age related and didn t relate to their child s speech and/or language problems. Also, of the parents that did say their child had mentioned bullying to them, only one said their child spoke of it frequently while twelve said it happened almost never. Surprisingly, more than one parent spoke about the support that their child had experienced from not only school faculty but her peers as well.
14 BULLYING CHILDREN 13 The literature had little mention about whether males or females with communication disorders were targeted more. From observing behaviors of children in the past and with what little information the literature did provide, it was shocking to find that most of the children that were bullied were males and even more shocking to see that the males that were bullied were more emotionally harassed and neglected than physically harmed. Surprisingly, children with speech and/or language delays experienced essentially the same treatment as the children that were developing normally. Limitations of the Study Not being able to access parents from a wider variety of lifestyles and locations definitely limits this study. Most of the people surveyed were from Fayetteville, Arkansas or Claremore, Oklahoma, which overall have the same size schools, cost of living, etc. Also, it is hard to answer the question regarding gender and bullying because there was no control for how many of the responses were parents with male children or parents with female children. Future directions Certainly a larger number of participants from more varied geographic areas would enhance future studies. Future studies could be strengthened by directing surveys at specific clinical populations. For example, this study was designed to address children experiencing speech and language issues yet respondents included parents of children with syndromes such as Down and Autism Spectrum. Data will be clearer if the groups are studied separately. Lastly, in response to the results of this study, controlling for age and gender may provide a clearer picture of the inter-relationship between communication disorders and bullying. References Bully. (2011). Retrieved March 21, 2011, from
15 BULLYING CHILDREN 14 Davis, S. S., Howell, P. P., & Cooke, F. F. (2002). Sociodynamic relationships between children who stutter and their non stuttering classmates. Journal of Child Psychology & Psychiatry & Allied Disciplines, 43(7), Knox, E., & Conti-Ramsden, G. (2003). Bullying risks of 11-year-old children with specific language impairment (SLI): does school placement matter?. International Journal of Language & Communication Disorders, 38, 1. Kuster J. Jeers and Tears: Teasing and Communication Disorders. ASHA Leader. August 6, 2002;7(14):13. Luciano, S., & Savage, R. S. (2007). Bullying risk in children with learning difficulties in inclusive educational settings. Canadian Journal of School Psychology, 22(1), McKinley, N. (2004). Braving the Bullies. ASHA Leader, 9, Speech and Language Disorders (2000). Retrieved March 21, 2011, from
16 BULLYING CHILDREN 15 Appendix A Bullying Questionnaire 1. Check all that apply to your child. [ ] Male [ ] Female [ ] younger than 6 years of age [ ] 7-10 years of age [ ] years of age [ ] older than 16 years of age 2. Check all that apply to your child. [ ] Preschool [ ] K-3 [ ] 4-6 [ ] 7-8 [ ] 9-12 [ ] private school [ ] public school 3. How large is the school your child is attending? [ ] fewer than 100 students [ ] students [ ] students [ ] more than 1000 students 4. How large is the city that you live in? [ ] fewer than 1,000 people [ ] 1,000-10,000 people [ ] 10,000 50,000 people [ ] 50,000 or more people 5. Check all that apply to your child s speech and/or language [ ] articulation mispronounces sounds [ ] apraxia has difficulty organizing oral motor skills [ ] stuttering [ ] language delay [ ] word finding problems [ ] auditory comprehension [ ] difficulty with reading [ ] difficulty with writing [ ] difficulty with social skills
17 BULLYING CHILDREN Where does your child receive therapy? Check all that apply. [ ] pull out regular classroom [ ] in the classroom [ ] private practice [ ] hospital [ ] university clinic 7. How many friends does your child have (think in terms of number of birthday parties, play dates, and sleep-overs attended in the last two months) as an indication of friendship? [ ] 1 [ ] 2 [ ] 3 [ ] 4 [ ] 5 or more 8. Has your child experienced any of the following? Check all that apply. [ ] being pushed, kicked, hit or other physical actions [ ] being laughed at, called names, teased [ ] being left out or neglected by peers or educator 9. How frequently has your child spoken about question #8? [ ] almost never [ ] only a few times [ ] frequently 10. If your child has experienced bullying, do you believe that it is due to a speech and/or language disorder? Why or why not?
University of Arkansas, Fayetteville ScholarWorks@UARK Rehabilitation, Human Resources and Communication Disorders Undergraduate Honors Theses Rehabilitation, Human Resources and Communication Disorders
SPEECH, LANGUAGE & COMMUNICATION Pocketbook By Victoria Mason & Emela Milne Cartoons: Phil Hailstone Contents Page Introduction to SLCN Defining SLCN, typical language development, who has SLCN?, prevalence,
SST 304 Syllabus Case Studies for the Speech-Language Pathology Assistant General Course Information College: College of Health and Human Services Department: Department of Health Sciences Course Title:
General Therapies for Individuals with Autism Speech and Language Pathology Speech- language therapy entails the assessment, diagnosis, treatment, and helping to prevent speech, language, cognitive, communication,
St. John Fisher College Fisher Digital Publications Education Masters Ralph C. Wilson, Jr. School of Education 5-2012 Early Intervention and Special Education Erika Eaton St. John Fisher College How has
Bullying 101: Guide for Middle and High School Students A guide to the basics of bullying, what it is and isn t, the role of students, and tips on what you can do. 952.838.9000 PACERTeensAgainstBullying.org
Family Centered Early Supports and Services A Guide for Families Welcome to Family Centered Early Supports and Services (ESS)! The first three years of a child s life are very important. Children are growing,
St. Catherine University SOPHIA Masters of Arts in Education Action Research Papers Education 12-2016 The Effects of Social Stories on the Problem Solving Skills of Preschoolers Sara Cramer St. Catherine
Competency 001 UNDERSTAND HUMAN GROWTH AND DEVELOPMENT AND HOW TO USE THIS UNDERSTANDING TO PROMOTE LEARNING AND DEVELOPMENT IN ALL DOMAINS Skill 1.1 Identifying characteristics, processes, and progressions
Part 2: About Harassment, Intimidation and Bullying (HIB) 1 This is the second of four tutorials designed to help parents understand the Anti-bullying Bill of Rights Act. Part 1 provides information on
University of Arkansas, Fayetteville ScholarWorks@UARK Curriculum and Instruction Undergraduate Honors Theses Curriculum and Instruction 5-2014 Best practices and assistive technology tools for students
PICNICC POINT PUBLIC SCHOOL ANTI BULLYING POLICY Strive to Excel Prince Street, Picnicc Point, 2213 Ph: 9773 7817 Fax: 9792 3913 Website: www.picnicpt-p.schools.nsw.edu. au Email: picnicpt-p.school@ @det.nsw.edu.auu
Be clear about the consequences for bullying Sample Your complete anti-bullying policy lists the consequences students will face when they choose to engage in bullying behavior. To make sure that everyone
JUST DON T STAND THERE END BULLYING Every child has the right to feel safe at home, at school and in their community. Bullying should not be viewed as normal part of growing up, yet it has become a pervasive
Department of Speech Pathology 513-636-4341 (phone) 513-636-3965 (fax) Teasing and Bullying Teasing and bullying are commonplace in today s society. Children and adolescents endure teasing and bullying
Vigil Bullying Prevention Scholarship By Mary K. Martinez Introduction Bullying is a human behavior that has existed possibly since humans have existed and shared space together. This behavior can play
East Tennessee State University Digital Commons @ East Tennessee State University Undergraduate Honors Theses 5-2012 The Knowledge and Awareness of Autism Spectrum Disorders within the Hispanic Community.
CITY OF LONDON SCHOOL FOR GIRLS ANTI-BULLYING POLICY 1. Context All schools have a duty to draw up procedures to prevent bullying and to bring these procedures to the attention of staff, parents and pupils
Parent Newsletter 1 [School Letterhead] Dear Parent/Guardian: In recent years, there has been a growing concern around the country about student safety. Behaviors that had traditionally been allowed to
Contents 1. Introduction... 2 2. Aims and Principles... 2 3. Understanding Speech, Language and Communication... 2 Speech, Language and Communication Needs (SLCN)... 3 Specific Language Impairment... 3
Supplemental Materials Detecting Bullying in Early Elementary School With a Computerized Peer-Nomination Instrument by M. Verlinden et al., 2013, Psychological Assessment http://dx.doi.org/10.1037/a0035571
The Nature and Consequences of Peer Victimization Stephen E. Brock, Ph.D., NCSP Meagan O Malley California State University, Sacramento 1 Presentation Outline Introduction: Magnitude/Consequences of Victimization
FOR IMMEDIATE RELEASE Contact: Amy Lanctot, Communications Coordinator 401-351-9400, Ext. 22 / email@example.com Rhode Island KIDS COUNT Presents: Newport Data in Your Backyard Newport s high school
Mate crime in Merseyside What is mate crime? Mate crime is a hidden form of disability hate crime, where vulnerable people, such as those with autism, are bullied or manipulated by people they consider
Speech-Language Therapy in Mainstream Schools What is a SPEECH-LANGUAGE THERAPIST? A Speech-Language Therapist is a professional trained to assess, diagnose and treat speech, language, communication and
ADOLESCENT GIRLS WITH AN AUTISM SPECTRUM DISORDER: Presentation, challenges and support needs in the mainstream education system Summary of research findings for the Honours degree of Bachelor of Health
Bullying can mean many different things. These are some ways children and young people have described bullying: being called names being teased being pushed or pulled about being hit or attacked having
Jacob's Daughter, LLC 15318 Cove Street Grand Haven, MI 49417 Providing Special Education Consulting Services East Grand Rapids Public Schools Special Education Review Executive Summary Prepared by Cindi
NO BULLYING POLICY approved February 2008 Revised April 2015 It is the policy of the Logan Christian School to maintain a safe learning and work environment that is free from bullying. Students, staff,
ANTI BULLYING POLICY 2015-2016 Rodmarton Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share the same commitment.
Childhood without violence Child s right, parent s duty Central Union for Child Welfare Miia Pitkänen L A S T E N S U O J E L U N K E S K U S L I I T T O Arm feltintie 1, 00150 Hels ink i Puh. (09) 329
BEHAVIOR MANAGEMENT METHODS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS: A COMPARATIVE STUDY Kelly Mearns Senior Research Project Fall 2007 Trinity College RESEARCH QUESTIONS How do behavior management
Leigh St Thomas C.E. Primary School Anti-Bullying Policy Draft March 2013-1 - 1. Introduction St. Thomas C.E. Primary School 1.1 Why do we need an Anti-Bullying Policy? Persistent bullying can severely
The University of Southern Mississippi The Aquila Digital Community Honors Theses Honors College 5-2016 Evaluation of Hearing Aid Wearers Appearance by Individuals Who Do Not Wear Hearing Aid Devices Lauren
Lessons 4 Life has been sponsored by an educational grant from Eli Lilly and Company Limited Contents Introduction 02 Social Exclusion: A Widespread Issue 03 Our Story 05 Is Your Child a Social Star? 06
FOR EXAMINER USE ONLY Intervention Planning Report Teacher Form Ages 5-21 Adaptive Behavior Assessment System, Third Edition Patti L. Harrison, PhD Thomas Oakland, PhD Student Information Name of student
School-Based Risk and Protective Factors for Gender Diverse and Sexual Minority Children and Youth Improving School Climate INFORMATIONAL GUIDE About this Series This resource is part of a series of informational
What Does It Mean to Have Learning Disabilities in Nova Scotia? CHILDREN 6 TO 15 Children with learning disabilities can face unique challenges both in the school system and with their peers and families.
Parent Tips What Parents Should Know About Bullying What is Bullying? The Pinellas County Schools Policy against Bullying and Harassment defines bullying as: Systematically and chronically inflicting physical
4. DISABILITY PROFILES OF YOUTH WITH DISABILITIES By Mary Wagner, Camille Marder, and Denise Cardoso NLTS2 findings thus far have examined how youth with different primary disability classifications differ
SUPPORTING LGBT LIVES: A STUDY OF THE MENTAL HEALTH AND WELL-BEING OF LESBIAN, GAY, BISEXUAL AND TRANSGENDER PEOPLE Key Findings The Supporting LGBT Lives Study Supporting LGBT Lives: A Study of the Mental
Bullying 1 Table of contents Page 3 What is Bullying? Page 4 Signs of Bullying Page 5 What You Can Do Page 6 Dealing with Cyber Bullying Page 7 References/ Further Information 2 My son is getting bullied
1 University of Colorado Providing Academic and Research Excellence in the Science Field of Speech-Language Pathology Vernon B. Ingraham, 33, Grand Cross Executive Secretary Scottish Rite Foundation of
Each day, 10-year-old Seth asked his mom for more and more lunch money. Yet he seemed skinnier than ever and came home from school hungry. It turned out that Seth was handing his lunch money to a fifth-grader,
ANTI - BULLYING A WHOLE SCHOOL POLICY A POLICY STATEMENT The school recognises that it is the basic entitlement of all children to receive their education free from humiliation, oppression and abuse. 1.
Bullying 1 Introduction In recent years, bullying has become a topic of greater public concern. Research has shown the damaging long-term effects that bullying behavior can have on its victims. Approximately
Anisha Garg, MD, PGY-3 Department of Psychiatry Bullying What is Bullying? Bullying includes behaviors that focus on making someone else feel inadequate, or focus on belittling someone else. Bullying includes
HALIDON PRIMARY SCHOOL POLICY ON BULLYING PREVENTION Rationale Halidon Primary School aims to provide a safe, secure and caring environment that promotes a culture where students strive to achieve their
Bullying: Information for Parents Bullying is unwanted aggressive behavior by a person or group that targets another person or group. It involves an imbalance of power and is usually repeated over time.
Bullying and Students with ASD Webinar with Susan M. Swearer, Ph.D. Empowerment Initiative http://empowerment.unl.edu Thanks Sara Gonzalez and Allen Garcia Empowerment Initiative Bullying Research Network
What is Autism? Autism, part of a group of disorders known as Autism Spectrum Disorders (ASD), is a complex neurobiological disorder that typically lasts throughout a person s lifetime. The disorder is
Narrabri High School ANTI-BULLYING PLAN Preamble At Narrabri High School bullying is taken very seriously and is not acceptable in any form. Students should be able to expect to spend the school day free
Lincoln Christ s Hospital School Anti-Bullying Policy SLT Link member of staff: Claire Owens Date presented to Governors: February 2015 Review Date: February 2017 Page 1 of 9 Statement of intent At Lincoln
Know how. Know now. Bullying and Victimization: What Adults Can Do to Help Eric S. Buhs, Associate Professor, Department of Educational Psychology Maria de Guzman, Extension Specialist in Adolescent Development
Some FACTSAbout Bullying among Children and Young People GENERALLY, WE CALL IT BULLYING when one or more persons repeatedly say or do hurtful things to another person who has problems defending himself
Massage and Children with Special/ Additional Needs Special educational needs can range......from a mild and temporary learning difficulty to severe, complex and permanent difficulties that will always
Harassment, Intimidation, and Bullying (HIB) NEW LAW The New Jersey Legislature and State Board of Education have provided the statutory (N.J.S.A. 18A:37-13 et seq.) and regulatory (N.J.A.C. 6A:16-7.9)
SW 629 School Social Worker Interventions Spring/Summer 2015 Beth Sherman, MSW Assistant Clinical Faculty Office: 3784 School of Social Work Office Hours: Mondays 5-6pm and Tuesdays 5-6pm Contact: firstname.lastname@example.org
Educational and Other Assessments When learning difficulties become evident to the teacher, the parent is contacted to obtain their input in relation to understanding the child s learning needs. The classroom
1 of 5 The National Strategies Asset 1.6 What are speech, language and needs? a) Summary of key points Taken from the Primary and Secondary Inclusion Development Programme (IDP): Dyslexia and speech, language
University of Michigan Health System Your Child Speech and Language Delay and Disorder What are speech/language delays and disorders? Speech is the sound that comes out of our mouths. When it is not understood
Fact Sheet 6 Facilitated Communication and Autism What is the issue? Facilitated communication is a controversial practice, largely because there have been significant questions raised about the authorship
Bullying in Youth A Brief Overview Tom Tarshis M.D., M.P.H. Board-Certified Adult, Adolescent and Child Psychiatrist Adjunct Clinical Faculty, Stanford University AACAP Spokesperson on Bullying Director,
Sherburn High School Anti-Bullying Policy Achievement for All Policy Next Review Date: September 2017 Reviewed by RMH/Governors September 2016 1. Aims and Objectives Sherburn High School seeks to create
DEVELOPING PROVISION FOR CHILDREN WITH SPEECH, LANGUAGE AND COMMUNICATION NEEDS; THE ROLE OF KEY STAGE 1 CLASSROOMS Abstract Dr Joanna Vivash Speech, language and communication needs (SLCN) are thought
Does My Child Need Special Education Services? Is your child struggling in school? Is getting ready for school a major battle everyday? What do you do if you suspect your child might have a learning disability?
ANTI-BULLYING RATIONALE At Deira International School we are committed to providing an environment where all students feel safe and protected from harm by others. This framework endeavours to provide a
PARENT OVERVIEW OF SAFE ENVIRONMENT LESSON PLAN Grade: Fifth Grade OBJECTIVES The Fifth Grade student will 1. Expand on NO, GO, TELL and articulate a detailed action plan to use when they are in an unsafe
23 Chapter 4: Eligibility Categories In this chapter you will: learn the different special education categories 24 IDEA lists different disability categories under which children may be eligible for services.
Review of the Transition Process From Nursery to Reception in summer 2012 Contents Background The collection of evidence What Nursery staff told us about visits from Reception staff What Reception staff
Maffra Primary School Bullying Policy Why Have a Bullying Strategy? Any form of bullying is unacceptable and should not be tolerated. Maffra Primary School endeavours to create a safe, secure and happy
Bullying Statistics Randomization Design To choose the two classes that our group would survey for our project, we decided to assign each teacher on the roster with a second period class a number (1-53).
Dominican University of California Dominican Scholar Master's Theses and Capstone Projects Theses and Capstone Projects 5-2013 Factors That Impact a Child on the Autism Spectrum in the General Education
Bullying, harassment and discrimination in NYS public schools A guide for NYS school district faculty and staff on the Dignity for All Student Act and dealing with bullying, harassment and discrimination
Set your child free from learning difficulties 0800 543 399 www.developlearning.co.nz Our Mission It is our goal and greatest delight to see each child being set free from their difficulties with the ability
What is the victim s name? What is the name of person(s) alleged in engaging in the problem behavior? On what date did the alleged DHHIB incident occur? Which SUSD school do those involved in this incident
TEACHER/ADMINISTRATOR Bullying Awareness Time 60 minutes Goals The goal of this lesson is to inform school teachers and administrators about the impact bullying can have in school environments today. Not
Therapy Services in Schools If your child is in special education, he or she may be eligible to receive therapy services through the school district. Therapies that students receive in schools are considered