Special Education Teachers Understandings and Perceptions of Bullying and its Effects on Students with Severe DisabilitiesLauren GriffinUniversity of Illinois at Urbana-Champaign

IntroductionBullying is a serious and prevalent problem in the United States, with around 30% of school children experiencing victimization (Rose, Espelage, Aragon, & Elliott, 2011). It is an issue that continues to be one of the most common behavior problems in schools today. Although bully perpetration and victimization are likely viewed by some people as typical adolescent behavior, or even an expected part of the schooling experience (Rose et al., 2011), it has been linked to a variety of negative outcomes, demonstrating a need for attention to its issues and successful preventative interventions.Although there is not one universal definition for bullying, it is generally defined as any repeated negative activity or aggression intended to harm or bother someone who is perceived by peers as being less physically or psychologically powerful than the aggressor(s) (Glew, Fan, Katon, Rivara, & Kernic, 2005). Bullying can be direct or indirect and occurs in a variety of forms, including physical, verbal, relational, sexual, and cyber bullying. Bullying behaviors typically occur over a prolonged period of time: days, weeks, or even years. The acts are intended to inflict pain or harm on the victim, and the bully is perceived to have some type of physical, social, or emotional advantage over the victim (Rose, Monda-Amaya, & Espelage, 2011). There are many negative and very serious effects that are associated with experiencing victimization, including: depression, anxiety, low self-esteem, aggressive or violent behavior, social rejection, poor social adjustment, negative attitudes towards school, and low grades or academic achievement (Arseneault, Walsh, Trzesniewski, Newcombe, Caspi, & Moffitt, 2006; Bond, Carlin, Thomas, Rubin, & Patton, 2001; Bouman, Van der Meulen, Goossens, Olthof, Vermande, & Aleva, 2012; Glew et al., 2005; McCabe, Antony, Summerfeldt, Liss, & Swinson, 2003; Morrison, You, Sharkey, Feliz, & Griffiths, 2012; Zwierzynska, Wolke, & Lereya, 2012).Although bullying behaviors can be directed towards anyone, there are certain populations that may be especially vulnerable, among them students with disabilities. There is a significant amount of research regarding the prevalence and effects of bullying, but bullying that occurs in the context of special education has not received much attention. Although an accurate and consistent percentage of bullying of students with disabilities has not been determined, research suggests that over 50% of students with disabilities may face victimization by their peers (Rose et al., 2011). This is a significant increase in victimization over that of the general school population. While the negative effects associated with bullying are alarming for any child, they are especially disturbing for students with disabilities, as these students may already face significant social, emotional, and academic challenges related to their disabilities.Furthermore, research on the experiences and effects of bullying on students with severe disabilities is almost nonexistent. Among students with disabilities, those with more obvious or visible disabilities tend to be more susceptible to bullying than those with milder or invisible disabilities (Frisen, Jonsson, & Persson, 2007). Students with severe disabilities often fall into this category. It is important to examine the experiences of these students so that the effects of victimization on their social, emotional, and academic functioning can be better understood. It is essential that the issue of bullying in special education, especially as it relates to students with severe disabilities, be further explored so that school administrators can understand how to identify appropriate areas to address when implementing anti-bullying interventions in their schools and within the context of special education.Literature ReviewBullying in Special EducationResearchers have shown that students with disabilities are more likely to be victims of bullying than their peers without disabilities (Blake, Lund, Zhou, Kwok, & Benz, 2012; Rose et al., 2011; Saylor & Leach, 2008). One study by Rose et al. (2011) examined the differences in bullying behaviors, including perpetration, fighting, and victimization, between students in general education and students in special education. Middle school participants self-reported their experiences through surveys regarding their involvement in different bullying situations. The results indicated that both boys and girls receiving special education services experienced higher levels of victimization than their general education peers, with nearly twice as many students with disabilities reporting victimization (Rose et al., 2011).Similarly, a study by Saylor and Leach (2008) highlighted the increased victimization towards students with disabilities by comparing rates of perceived victimization between students with and without disabilities. Researchers were interested in determining whether implementing Peer EXPRESS, a recreation-based inclusion program to encourage and increase inclusion of students with disabilities among their general education peers in sports, the arts, camps, and leisure activities would have an impact on bullying rates. The results indicated that even after the implementation of the inclusion program, students with disabilities still reported significantly higher levels of perceived victimization than their peers without disabilities (Saylor & Leach, 2008).Blake et al. (2012) intended to determine the national prevalence of bully victimization among students with disabilities using a sample of over 11,000 students. The researchers also examined differences in victimization between grade level and type of disability. Researchers gathered information about student disability status from elementary, middle, and high school records and interviewed parents about whether their child had been a victim of bullying. Their results showed that among students whose school records indicated a disability, bully victimization was experienced by 25% at the elementary school level, 34% at the middle school level, and 27% at the high school level. They also determined that students who had the diagnosis of Emotional Disturbance (ED) and Other Health Impairment (OHI) were bullied at higher rates than students with other disabilities, with students with ED experiencing victimization at a rate ranging from 39-52% (Blake et al., 2012). This suggests that additional research regarding the prevalence of bullying and its implications among particular types of disabilities may be necessary.Bullying and Students with Severe DisabilitiesAccording to the National Dissemination Center for Children with Disabilities, People with severe disabilities are those who traditionally have been labeled as having severe to profound intellectual disabilities. They require ongoing, extensive support in more than one major life activity in order to participate in integrated community settings and enjoy the quality of life available to people with fewer or no disabilities. They frequently have additional disabilities, including movement difficulties, sensory losses, and behavior problems.Students with severe disabilities may have characteristics related to their disabilities that leave them particularly vulnerable to peer victimization. For instance, they often lack age-appropriate social and communication skills (Blake et al., 2012), which may cause them to have a difficult time interpreting social cues and actions of their peers. This may lead to fewer friendships. Researchers have suggested that having strong friendships, social support, and friend groups that exhibit positive and pro-social behaviors can act as a protective factor against the negative effects of bullying (Morrison et al., 2012). However, students with severe disabilities may lack these types of quality protective relationships. In addition, these students often require a significant amount of assistance from teachers and staff members, which could increase existing stigmas about disabilities and leave those students more vulnerable to social rejection by peers.Students with more visible or physically obvious disabilities tend to be targeted more frequently than individuals with milder or less obvious disabilities (Rose et al., 2011). Frisen, Jonsson, and Persson (2007) examined high school students perceptions of bullying, and found that the most common reason students are bullied by their peers is differences in physical appearance, followed by the exhibition of different or unusual behaviors. Students with severe disabilities will often display both of these characteristics.Additionally, school factors may also increase vulnerability for victimization among students with severe disabilities. For instance, many of these students have complex and unique academic needs, and are therefore often educated in self-contained classroom environments. Spending less time in inclusive environments with their peers and more time in segregated settings likely means fewer opportunities for interactions with their peers without disabilities. According to a study by Fisher, Pumpian, and Sax (1998), high school students without disabilities who attended schools with inclusive educational environments reported more positive attitudes of inclusive settings than high school students who attended schools where their peers with disabilities were educated in self-contained classrooms. Students with positive and favorable attitudes towards inclusive education believed that in addition to inclusion being a basic human right for students with disabilities, it also increases understanding and tolerance among general education students towards their peers with disabilities (Fisher et al., 1998).Fisher et al., 1998 are not the only researchers to suggest that exposure to and interaction with students with disabilities increases acceptance. McDougall, DeWit, King, Miller, and Killip (2004) examined high school students attitudes towards their peers with disabilities, with consideration for school and student interpersonal factors. Although the majority of the ninth grade students surveyed reported neutral or positive attitudes towards their peers with disabilities, 21% reported negative attitudes. Furthermore, students who reported having direct interactions with students with disabilities were more likely to have positive attitudes, whereas the students with negative attitudes reported having fewer direct interactions (McDougall et al., 2004).Similarly, Saylor and Leach (2008) highlighted higher rates of perceived victimization among students with disabilities, but showed a decrease in the difference after the implementation of a recreation-based inclusion program. Although the difference in perceived victimization rates between the two groups was still significant, the study supported the idea that students with disabilities benefit from inclusive environments, and that it may help break down barriers between students with disabilities and their peers.Effects of VictimizationDirect links have been found between bullying and problems for victims later in life. Students who are victimized by their peers can face a number of negative internalizing, externalizing, social, and academic problems. Among these problems are depression, anxiety, low self-esteem, aggressive or violent behavior, social rejection, poor social adjustment, negative attitudes towards school, and low grades or academic achievement (Arseneault et al., 2006; Bond et al., 2001; Bouman et al., 2012; Glew et al., 2005; McCabe et al., 2003; Morrison et al., 2012; Zwierzynska et al., 2012).Some negative consequences associated with victimization may continue past the schooling years and into adulthood. McCabe et al. (2003) surveyed 76 adult individuals who had an anxiety disorder; participants were diagnosed with social phobia, obsessive-compulsive disorder, or panic disorder. Participants answered questions regarding the presence and frequency of bullying and teasing they experienced during their schooling years as well as their present levels of anxiety in social situations. Ninety-two percent of participants with social phobia, 50% with obsessive-compulsive disorder, and 35% with panic disorder reported experiencing severe teasing or bullying in prior years. Participants with social phobia were more likely to have been diagnosed with their disorder at an earlier age, and also reported higher levels of anxiety in social situations (McCabe et al., 2003).Researchers have suggested that internalizing problems may continue past the bullying years. For instance, Zwierzynska et al. (2012) conducted a longitudinal study of over 3,500 children and their mothers and teachers regarding the relationship between repeated peer victimization in childhood and depression in adolescence. Child participants answered questions regarding their experiences with victimization, while mothers and teachers indicated whether or not they believed the child experienced victimization. Depression was measured through a series of two different questionnaires and a semi-structured parent interview. The questionnaires were administered to the children and mothers annually, and the interview was conducted with mothers when the child was 13. Results indicated that 46% of the child participants reported being victims at some point, with stable victimization, meaning the child was a victim of bullying at both eight and 10 years of age, occurring across 13% of participants. Victimization was associated with later depression, and the correlation was stronger for those who were stable victims. For instance, children who reported being bullied at one point were three times more likely to score above the 90th percentile on depression tests, whereas students who were victimized over a longer time period were five times more likely to score above the 90th percentile (Zwierzynska et al., 2012).Bond et al. (2001) suggested that similar trends may continue into the teenage years. Questionnaires and computerized interviews were administered to over 2,500 high school students regarding experiences with peer victimization and current mental health status at three different points in time. The researchers found that students who experienced victimization were significantly more likely to report symptoms of depression and anxiety, with even stronger correlations emerging for students who experienced recurrent victimization.Bouman et al. (2012) examined the relationship between victimization and internalizing and social problems, and found that students who identified as victims also reported higher levels of depression and anxiety and lower self-worth. In addition, students who identified as victims or were identified by their peers as victims were reported as being less popular and less liked by their peers. They also perceived themselves as less socially accepted (Bouman et al., 2012).For some students, the negative effects of victimization extend beyond internalizing and social problems, and may lead to externalizing behaviors or school-related problems. Arseneault et al. (2006) examined links between victimization and internalizing problems, externalizing problems, and academic challenges. Over 2,000 children aged five to seven were evaluated on victimization experiences, internalizing behaviors such as depression and anxiety, and externalizing behaviors such as delinquency and aggression. In addition, school adjustment and performance were evaluated through mother and teacher interviews. Children who were victims of bullying had higher rates of depression and anxiety, fewer pro-social behaviors, and were less happy at school. Girls who were victimized showed more aggression than girls who were not victimized. In addition, bully-victims, or children who were reported as being both a perpetrator and a victim of bullying, also experienced higher levels of depression, anxiety, delinquency, and aggression, as well as lower academic performance and reading test scores (Arseneault et al., 2006).Problem behaviors such as fighting and aggression, delinquency, and receiving discipline referrals were linked to friend victimization in a study by Morrison et al. (2012). Students who were bullied in fourth grade by peers they considered to be friends engaged in problem behaviors in fifth grade more frequently than students who did not experience friend victimization.Finally, Glew et al. (2005) examined the link between bullying behaviors and academic achievement, school attendance, and behavioral and emotional problems. Researchers surveyed over 3,500 students in third, fourth, and fifth grade regarding bullying behaviors and prevalence and obtained achievement test scores and school attendance records. Results indicated that victimization correlated with lower school achievement, feeling sad, and having negative attitudes towards school such as feeling unsafe and not feeling a sense of belonging (Glew et al., 2005).Role of TeachersTeachers can play a significant role in the way that bullying is addressed in schools. They spend a great deal of time observing and interacting with their students and may have awareness or insight about bullying behaviors that occur. Bradshaw, Waasdorp, and OBrennan (2013) surveyed over 5,000 teachers and education support professionals to gain information about their perspectives of bullying in the schools. Forty-three percent of all participants indicated that bullying was a moderate or major problem in their school. However, compared to education support professionals, teachers viewed bullying as a significantly greater problem, and also reported feeling more confident in recognizing bullying behaviors and intervening when they occur. Teachers also reported more involvement with school anti-bullying policies than other education professionals in the building (Bradshaw et al., 2013).Goryl, Neilsen-Hewett, and Sweller (2013) gathered teachers understanding and attitudes about bullying by surveying 188 early childhood teachers and care providers. Almost all participants believed that bullying could start in early childhood, and that even young children are capable of bully perpetration. Most participants reported feeling confident identifying and addressing bullying, but level of confidence positively correlated with teachers education level.This research highlights the important role teachers have in recognizing and addressing bullying in schools, and suggests that they may be more insightful regarding bullying behaviors that occur and how they should be dealt with when compared to other staff members within the building. It also stresses the importance of teacher confidence in identifying and intervening when bullying occurs. Teachers have a significant and consistent role in their students lives, so their knowledge and understanding of students is essential when addressing bullying.Gaps in the ResearchAlthough the research described above highlights important information regarding the prevalence of bullying and its potential consequences, there are limitations that come with each study. For instance, because there is not a consistent or universal definition of bullying, participants perceptions or survey answers may have variation depending on what they consider to be bullying. In addition, nearly all of the studies regarding prevalence and effects of bullying relied heavily on self-reports of students, parents, and teachers. This does not necessarily provide an accurate or honest portrayal of what is occurring. Furthermore, studies that showed correlations between victimization and problems later on did not necessarily consider pre-existing conditions of participants (such as a child who has a history of depression) and how these conditions may have played a role in victimization or adjustment problems later on.Finally, one of the biggest gaps in current research is the lack of focus on students with disabilities, particularly students with severe disabilities. These students may be especially vulnerable to experiencing victimization. Even studies that do address bullying in the context of special education fail to distinguish between types of disabilities or consider how the experiences of these students may differ from those of their peers without disabilities. In addition, there is a lack of information regarding teachers perceptions of bullying in the context of special education, and particularly teachers who work with students with severe disabilities. Gathering information that will address these gaps is crucial to teachers and school administrators who hope to address the issue of bullying in this context.Purpose of Research ProjectThis research project was conducted to further explore the issue of bullying in the context of special education, specifically as it relates to students with severe disabilities. Previous research clearly indicates that there are negative effects associated with victimization, and that students with disabilities experience bullying more frequently than their peers without disabilities. However, there is not much research related to victimization of students with severe disabilities. This research project attempted to address this gap by extending the existing research to include these students. This research project focused on special education teachers understandings and perceptions of bullying and its effects on students with severe disabilities. Gathering information about teachers perceptions is essential because bullying often occurs in the school environment, and teachers can have a substantial impact in how it is addressed. The results of this research project are relevant to teachers and school administrators and are useful when considering how to address and prevent bullying of students with severe disabilities.The purpose of this research project was to examine teachers understandings and perceptions of bullying and its effects on students with severe disabilities. It addressed the following research questions:1. What are special education teachers understandings and perceptions of bullying of students with severe disabilities?2. What do special education teachers believe are the effects of victimization on students with severe disabilities?MethodsIn this research project, special education teachers understandings and perceptions of bullying and its effects on students with severe disabilities were examined. This was a quantitative research project that was conducted through survey research.ParticipantsParticipants in this study included ten special education teachers who were teaching in various school districts near Chicago, Illinois. All participants were licensed to teach special education in the state and held a Learning and Behavior Specialist I certificate, Type 10. Seven participants were enrolled in the same graduate teacher preparation program, preparing to receive advanced certification in the area of severe and multiple disabilities (Learning and Behavior Specialist II). The other three participants were past graduates from a different cohort of the same program. All participants had at least one full year of experience teaching students with severe disabilities. These criteria were purposefully selected, as participants who met these criteria were able to provide information that most accurately addressed the purpose and research questions in this research project.Teacher DemographicsDemographicTotalDemographicTotal

Gender Male Female19Age 21-25 26-30 31-34 35-40 41-44 45-50 51-54 55-60 Over 60252

1

Ethnicity Hispanic/Latino American Indian Asian African American Pacific Islander White

1

9Degree Bachelors Masters Doctorate55

Primary Teaching Assignment Self-Contained Classroom Resource Room Co-Teaching Other5221Current Level Teaching Elementary Middle/Junior High High School Other5131

InstrumentData were collected through survey research. Participants answered questions related to their observations of bullying of their own students with severe disabilities, their understandings and perceptions of bullying, and their beliefs about the effects of bullying on students with severe disabilities.Some of the survey items were designed based on information gathered from previous research into bullying and victimization and adapted to draw information specifically about students with severe disabilities. Other items were designed to address gaps in the current research regarding bullying in special education, the effects of victimization, and the role of teachers. To increase validity of the survey items, questions were directly linked to previous findings that were identified in the literature. Items were designed to allow teachers to describe their own experiences and beliefs about bullying and to describe what they believed are the effects of bullying on this specific population of students. Survey items were divided into three sections: observations of bullying, understandings and perceptions of bullying, and the effects of bullying on students with severe disabilities.Section I: Observations of bullying. In this portion of the survey, participants indicated whether they have witnessed their students with severe disabilities experiencing different types of victimization. They also recalled specific incidents they witnessed or were made aware of where a student with a severe disability was being victimized. They briefly described what occurred to provide a context for that incident and answered questions about where it occurred, who the bully perpetrator was, the outcome of the incident, and the likelihood that the student who was bullied will experience victimization again in the future. Results from this section provide information about teachers own experiences and observations of bullying of their students with severe disabilities and give insight regarding their perceptions and beliefs about the incidents.Section II: Understandings and perceptions of bullying. Questions for this section were adapted from an unpublished survey on bullying (Rose & Monda-Amaya, 2008). This portion of the survey addressed participants understandings and perceptions of bullying by having them indicate their level of agreement with specific statements about bullying. Teachers reported their beliefs about the severity of bullying in their own schools and their confidence in recognizing and intervening when incidents occur. They also indicated their beliefs about their own schools anti-bullying policies and programs and whether they believed other teachers within their buildings address incidents of bullying appropriately. Teachers were also asked to report how they typically become aware that bullying is occurring with their students, as well as how they typically address incidents of bullying. Results from this section provide information about teachers perceptions and beliefs about bullying in their own schools and as it relates to their students with severe disabilities.Section III: Effects of bullying on students with severe disabilities. This portion of the survey addressed special education teachers perceptions of the effects of bullying on students with severe disabilities. The effects of victimization have been previously identified in the literature; participants were asked to indicate the extent to which they believed these effects are experienced by students with severe disabilities as well. Results from this section of the survey provide information about what special education teachers believe are the most frequently experienced effects of victimization on students with severe disabilities. These responses also provide insight as to whether these teachers believe their students experience similar or different effects than their peers without disabilities.Section IV: Demographics. The final section of the survey included participant demographic information. Teachers were asked to report gender, age, degree concentration, ethnicity, certification, teaching experience, their primary teaching assignment, and current level and grade(s) teaching.ProceduresBefore participants were identified, the survey was piloted with two special education teachers in an informal context. Both pilot participants were special educators who taught students with moderate to severe disabilities in an elementary school in Chicago. One teacher had a kindergarten through third grade instructional autism classroom and the other had a kindergarten through third grade cross-categorical classroom. Based on the results from the pilot participants, some survey items were adjusted slightly to address their concerns and feedback.In order to identify potential participants for the study, the coordinator of an advanced teacher preparation program for a large midwestern university was contacted to request participation of their graduate cohort. The coordinator agreed to ask the seven current students to participate and emailed several students from a previous cohort to request additional participation. The seven students in the current cohort agreed to participate and three additional students who had graduated from a previous cohort of the same program agreed to participate. Once the participants were identified, a time was set up to administer the surveys to the seven current cohort members. Surveys were distributed during a time in which the seven students met for class. Each participant was given a consent form, a brief background of the researcher, an explanation of the purpose and context of the study, and the survey. The other three participants were given the same information via email and also responded to the survey via email. Once all surveys were completed and returned, data collection and analysis of results began.Data AnalysisData were collected across three main categories of survey questions: observations of bullying, understandings and perceptions of bullying, and the effects of bullying on students with severe disabilities. Survey items that included Likert scales (level of agreement with statements about bullying and level of frequency that specific effects of bullying are experienced by students with severe disabilities) were quantitatively analyzed by calculating the means of participants responses to each item. Number of responses to particular items or ratings were also analyzed. All other survey items were qualitatively analyzed by examining participants responses, extracting specific information from each item, and comparing participant answers to identify emerging themes. Survey item responses from all sections were compared between participants, and commonalities and differences were noted as themes were extracted. Teacher demographic information was also considered. Finally, the emerging data were compared to information that has been identified in previous literature, and themes that align with existing literature as well as newly identified information was extracted.ResultsThere were a total of ten teachers who completed the survey regarding their understandings and perceptions of bullying and its effects on students with severe disabilities. In Section A, teachers reported on their own personal experiences with bullying, drawing upon incidents they have witnessed with their own students and within their schools. The most common type of bullying teachers reported to have witnessed occurring towards their students with severe disabilities was indirect bullying, with eight out of ten teachers reporting it. Verbal bullying was the next most common type, with seven out of ten teachers reporting it. Half of teachers reported witnessing their students being victims of physical aggression, and only one teacher out of ten reported cyber bullying as a problem. These findings indicate that overall, teachers believe that their students with severe disabilities experience indirect, verbal, and physical victimization most frequently.There was some variance regarding the contexts of the ten specific incidents of bullying that teachers recalled. These results are shown below in Table 1. Half of the incidents involved a student without a disability as the perpetrator, four identified another student with a disability as the perpetrator, and in two cases an adult (such as a paraprofessional or another teacher) was reported as being the perpetrator. Of the incidents recalled, the types of bullying behaviors that were identified included verbally making fun of or saying mean things to the student (five responses), physical aggression (three responses), intentional malicious actions toward the student (two responses), or an adult acting disrespectfully toward the student (two responses). Half of the incidents occurred in special education classrooms, which may be due in part to the fact that several of these teacher have self-contained classrooms. Six out of ten teachers indicated that the victim was either likely or very likely to experience victimization again in the future. Their main reasoning behind these beliefs was due to the victims close proximity to the bully or to the victims personal characteristics associated with his or her disability. Bully perpetrators received some type of consequence in half of the reported incidents.In Section B, teachers indicated that they are most commonly made aware of bullying occurring through other adults in the building, with six out of ten participants stating this. Almost half of teachers indicated that other students will report bullying, and two teachers stated they find out mainly through their own observations. Teachers also indicated that the main ways they address bullying is through whole class discussions or through using some type of curriculum or social story to talk about bullying, friendships, and pro-social behaviors, with eight teachers reporting using these methods with their students. However, two teachers indicated that they talk to the involved students individually when incidents occur.This section also looked at teachers understandings and perceptions of bullying by having them respond to ten statements about bullying using a Likert scale of level of agreement, with one indicating strongly disagree and five indicating strongly agree. Results can be seen below in Table 2. Regarding bullying at their own schools, teachers indicated confidence in knowing when their students are being bullied (M=4.2), knowing which of their students are most frequently victimized (4.5), as well as confidence in their own abilities to intervene when bullying incidents occur (M=4.5). They reported a neutral level of agreement (M=3.1) regarding knowing which students in their schools are the most frequent bully perpetrators. In general, teachers slightly agreed with the statement that bullying is a serious problem in their schools (M=3.4). Furthermore, four out of ten teachers agreed with the statement that students with severe disabilities are bullied frequently in their schools. Teachers slightly agreed with the statements that other teachers in their schools intervene appropriately when they witness bullying (M=3.4) and that their schools have anti-bullying programs and policies that are enforced consistently (M=3.2). However, six out of ten teachers disagreed or strongly disagreed that their schools make attempts to address bullying that occurs specifically towards students with disabilities (M=2.8).Section C looked at teachers beliefs about the effects of bullying on students with severe disabilities. They indicated the level of frequency that they believe their students experience specific effects, with one indicating never and five indicating always (Table 3). There was also a DK option for teachers to indicate that they did not know how frequently their students experience an effect. The effect that was rated most frequently was anxiety, with eight out of ten teachers reporting that their students experience this. Six teachers believed that their students experience social rejection or are less popular among their peers as a result of victimization, and six teachers also believed bullying results in their students having negative perceptions of school. Four teachers believed their students experience low self-esteem and four teachers believed their students exhibit aggression as a result of victimization. In general, teachers did not believe depression, lower perceived social acceptance, or lower academic achievement occur frequently with their students as a result of victimization. These findings demonstrate that teachers believe anxiety, social rejection, and negative perceptions of school are the most common effects of bullying experienced by students with severe disabilities. However, due to the small sample size, these findings also indicate that further exploration may be necessary to determine whether there are other effects or implications of victimization on this particular population of students.Table 1: Observations of BullyingItemTeachers Experiences and Observations of Bullying

A1Type of BullyingNumber of Responses

Physical5

Verbal7

Indirect8

Cyber1

A3Where Incident OccurredNumber of Responses

General Education Classroom2

Special Education Classroom5

Other Classroom1

Hallway1

Lunch/Recess3

School Bus0

Extra-Curricular Setting0

Other0

A4Bully PerpetratorNumber of Responses

Student(s) without a disability4

Student(s) with a disability5

Adult2

Other0

Table 2: Understandings and Perceptions of BullyingItem (Statements About Bullying)Mean (Level of Agreement)

B13.4

B23.1

B32.7

B44.2

B54.5

B63.1

B74.5

B83.4

B93.2

B102.8

Table 3: Effects of Bullying on Students with Severe DisabilitiesEffectMean (Level of Frequency)

Depression2.3

Anxiety3.5

Low Self-Esteem2.8

Aggression2.7

Social Rejection2.6

Less Popular Among Peers2.6

Lower Perceived Social Acceptance2.7

Negative Perceptions of School2.8

Lower Academic Achievement2.4

LimitationsThis research project came with several limitations. There were a total of only ten teachers who participated, and having more participants would have a more accurate representation of teachers understandings and perceptions of bullying. Furthermore, all participants were part of a current or previous cohort of the same advanced teacher preparation program. This means that all participants either had or were working towards Masters degrees, which is a higher level of education than the general population. Being part of this program also suggests that participants may have had similar backgrounds, had very similar educational experiences and training, and may have had similar opinions or ideas on issues related to bullying. This limits the diversity of the responses and also limits the population that the research project represents and can be generalized to. Furthermore, this research project specifically targeted teachers of students with severe disabilities. Because the teachers worked with this population, several of them taught primarily in self-contained classrooms. This may have influenced the types of interactions they witnessed among students as well as the amount of time they spent around other students in the building, such as their students peers without disabilities. All of these factors may have influenced participants perspectives and responses to survey items.Recommendations for Practice

AbstractIn this project, survey research was conducted to determine special education teachers understandings and perceptions of bullying and its effects on students with severe disabilities. Teachers indicated that their students most commonly experience indirect, verbal, and physical bullying. When recalling specific incidents of bullying, half of the perpetrators in these incidents were reported as being students without disabilities, while almost half were students who also had disabilities. Teachers indicated that their students who were victims of bullying were likely or very likely to experience bullying again, due either to having close proximity to the bully perpetrator or to characteristics associated with their disabilities. Teachers indicated that they usually learn about bullying incidents involving their students from other teachers and sometimes from students peers. Although they reported confidence in intervening when bullying occurs, teachers indicated they do not always know which students in their schools are frequent bully perpetrators. Teachers reported anxiety, social rejection, and negative perceptions of school as being the most frequently experienced effects of bullying on students with severe disabilities. Teachers also believed that their schools do not always address bullying towards students with disabilities appropriately. This research project has important implications for special education teachers and school administrators regarding preventative measures as well as addressing bullying when it occurs in this context.Stakeholder: Special Education Teachers Special education teachers should communicate regularly with other teachers and service providers who work with their students with severe disabilities to learn about instances of bullying that the teacher does not personally witness. This will also allow teachers to know which general education students are engaging in bully perpetration and find out if and how it is being addressed in these contexts. Special education teachers should collaborate with general education teachers to make sure that all students have the opportunity to get to know their peers with severe disabilities. Special education teachers should also act as leaders in teaching general education students about disabilities through talking with them about their own students with severe disabilities. This will increase education and awareness among the general education students, which can lead to increased acceptance of students with severe disabilities. Special education teachers should advocate for inclusion of their students when it is appropriate. Exposure and interactions will allow general education students to get to know their peers with severe disabilities, which has been shown to increase acceptance. Special education teachers should heighten their own awareness of bullying that occurs in their presence, especially because bullying behaviors exhibited towards students with severe disabilities are often indirect, which may require more critical observation to be noticed. Special education teachers should model pro-social behaviors and teach peer acceptance within their own classrooms. This may reduce the number of students with disabilities who engage in bully perpetration towards their classmates. Anti-bullying social stories and curriculum can be implemented even within self-contained classrooms.Stakeholder: School Administrators School administrators should develop and implement a school-wide anti-bullying policy or program that specifically addresses students with disabilities and make sure that it is carried out and enforced consistently across classrooms and teachers. School administrators should work with the PBIS team to create a positive school climate that emphasizes acceptance, diversity, and respect of all individuals. They should also get to know all students in the building and model appropriate behaviors and interactions. School administrators should collaborate with the PBIS team to address issues related to bullying in a school-wide context. This should include preventative measures as well as providing students with ways to counteract bullying, such as being an upstander or telling a teacher when they see it happening. School administrators should provide resources within their buildings to students who are experiencing negative effects associated with bullying. School administrators should collaborate with special education teachers to develop ways to teach general education students about disabilities and related issues.Running Head: PERCEPTIONS OF BULLYING

26PERCEPTIONS OF BULLYING School administrators should support inclusive practices when appropriate to increase positive interactions between students with disabilities and their general education peers, teachers, and other building staff.

Appendix AAuthorPurposeParticipantsMethodologyProceduresMeasurementFindings

Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011) Bully perpetration and victimization in special education: A review of the literatureReviewed studies to provide overview of issues related to bullying perpetration and victimization among students with disabilities.N/ALiterature reviewN/AN/ASuggested additional research be conducted regarding types of disabilities, factors related to bullying behaviors, and appropriate interventions to address bullying in the context of special education.

Rose, C. A., Espelage, D. L., Aragon, S. R., & Elliott, J. (2011) Bullying and victimization among students in special education and general education curriculaCompared rates of bullying of students in general education and students in special education.1,009 middle school students in grades 5-8, 182 had a disabilitySurvey researchStudents answered questions about whether they had a disability, the 9-item Illinois Bully Scale, the Illinois Victimization Scale, and the University of Illinois Fighting Scale to assess frequency of bullying behaviors.Survey responsesStudents with disabilities showed higher rates of victimization and fighting, but similar rates of bullying behaviors to their peers without disabilities.

Blake, J., Lund, E., Zhou, Q., Kwok, O., & Benz, M. (2012) National prevalence rates of bully victimization among students with disabilities in the United StatesExamined bullying rates among students with disabilities, looked for differences in grade level and type of disability.11,272 students with disabilitiesSurvey researchInformation about disability status and type was taken from school district records, parents answered single item about whether their child has experienced victimization.Disability status information, parent responsesVictimization for students with disabilities was 25% in elementary school, 34% in middle school, and 27% in high school. Students with Emotional Disturbance and Other Health Impairments were bullied at higher rates than other disabilities.

Frisen, A., Jonsson, A., & Persson, C. (2007) Adolescents perception of bullying: Who is the victim? Who is the bully? What can be done to stop bullying?Examined adolescents perceptions and experiences of bullying.119 high school studentsQuestionnairesStudents completed questionnaires about whether they had been bullied, bullied others, and perceptions about bullying.Questionnaire responses39% of students reported being bullied, and 20% reported bullying others. They believed students who are bullied have a different appearance or unusual behavior. They believed students bully because they have low self-esteem and it makes the bully feel cool.

Fisher, D., Pumpian, I., & Sax, C. (1998) High school students attitudes about and recommendations for their peers with significant disabilitiesExamined high school students attitudes towards their peers with disabilities, including one school with inclusive environments and one school with self-contained environments.1,413 high school students without disabilitiesSurvey researchStudents answered questions related to their comfort level interacting with students with significant disabilities as well as their experiences and beliefs about inclusive education for students with disabilities.Survey responsesMost students reported positive attitudes toward students with disabilities. However, 80% of students at the inclusive school believed students with disabilities should be educated in the same classes as peers without disabilities, whereas only 59% of students from the school with only self-contained classrooms believed that. Students who believed in inclusive education typically believed it was a basic human right, and also believed it would increase understanding and tolerance of students with disabilities.

McDougall, J., DeWit, D. J., King, G., Miller, L. T., & Killip, S. (2004) High school-aged youths attitudes toward their peers with disabilities: The role of school and student interpersonal factorsExamined students attitudes toward their peers with disabilities.1,872 9th grade high school studentsQuestionnairesStudents completed questionnaires about their attitudes toward students with disabilities.Questionnaire responsesAlthough most students reported neutral or positive attitudes toward students with disabilities, 21% of students reported negative attitudes. Students with direct interactions with students with disabilities reported more positive attitudes. Students who attended schools with equitable goal task structures that emphasized equality and acceptance of all students rather than competition had more positive attitudes.

Saylor, C. F. & Leach, J. B. (2008) Perceived bullying and social support in students accessing special inclusion programmingExamined perceived bullying, fear of school violence, and social support of students with and without disabilities before and after the implementation of an inclusion program.24 students with disabilities in self-contained special education classrooms and 24 students without disabilities, from both middle and high schoolsSurvey research, InterventionStudents completed the Reynolds Bully Victimization Scale, School Violence Anxiety Scale, and Harters Social Support Scale before and after the implementation of Peer EXPRESS, a recreation-based inclusion program of arts, sports, camps, and leisure activities.Survey responsesStudents with disabilities reported higher levels of perceived victimization and fears of school violence but comparable levels of perceived social support. Following intervention, the discrepancies decreased but were still significant.

McCabe, R. E., Antony, M. M., Summerfeldt, L. J., Liss, A., & Swinson, R. P. (2003) Preliminary examination of the relationship between anxiety disorders in adults and self-reported history of teasing or bullying experiencesExamined the relationship between different anxiety disorders (social phobia, obsessive compulsive disorder, and panic disorder) and self-reported experiences of bullying.76 individuals with social phobia, obsessive compulsive disorder, or panic disorderQuestionnairesParticipants answered questions regarding their backgrounds, whether they had been bullied or teased, types of problems experienced during adolescence, and their levels of anxiety in social situations.Questionnaire responses92% of participants with social phobia, 50% of participants with obsessive-compulsive disorder, and 35% of participants with panic disorder reported experiencing severe teasing or bullying. Participants with social phobia reported an earlier age of diagnosis, more frequent problems during adolescence, and the highest levels of anxiety in social situations.

Bouman, T., Van der Meulen, M., Goossens, F. A., Olthof, T., Vermande, M. M., & Aleva, E. A. (2012) Peer and self-reports of victimization and bullying: Their differential association with internalizing problems and social adjustmentExamined relationship between involvement in bullying and social adjustment and internalizing problems, looked for potential differences between peer and self-reports of these associations.1192 school children aged nine to 12Survey researchParticipants answered questions about themselves and their classmates regarding involvement in bullying, perceived popularity, likeability, depression and anxiety, and perceived social acceptance and self-worth.Survey responsesStudents who self-reported or were reported by peers as being victims were less popular and less liked by peers, perceived themselves as less socially accepted, reported higher levels of anxiety and depression and lower self-worth.

Zwierzynska, K., Wolke, D., & Lereya, T. S. (2012) Peer victimization in childhood and internalizing problems in adolescence: A prospective longitudinal studyExamined whether repeated peer victimization in childhood predicted internalizing symptoms in early adolescence.3,692 children and their mothers and teachersSurvey researchChildren answered questions about specific peer victimization behaviors, while parents and teachers just answered one item of whether or not the child was picked on or bullied. Three different questionnaires were administered to gain information about internalizing symptoms.Survey responsesVictimization was associated with later depression, with an even stronger for repeated victimization as well as more severe victimization (both direct and indirect).

Bond, L., Carlin, J. B., Thomas, L., Rubin, K., & Patton, G. (2001) Does bullying cause emotional problems? A prospective study of young teenagersExamined the relationship between recurrent victimization by peers and self-reported symptoms of depression and anxiety.2680 high school studentsQuestionnaires and computerized interviewsStudents answered questions regarding their experiences with victimization and their social relationships, took computerized interviews regarding mental health status.Questionnaire and interview responsesSignificant associations were found between recurrent victimization, mental health status, and social relationship experiences.

Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006) Bullying victimization uniquely contributes to adjustment problems in young children: A nationally representative cohort studyExamined the relationship between peer victimization and internalizing problems, externalizing problems, and school adjustment2,232 children aged five to seven who are members of Environmental Risk Longitudinal Twin Study, their mothers and teachersInterviewsMothers answered questions about bullying and victimization behaviors, and both mothers and teachers answered questions about internalizing and externalizing behaviors. Teachers answered questions about school adjustment and performance.Interview responsesChildren who were victims of bullying between ages five to seven had more internalizing problems than children who were not, showed fewer pro-social behaviors and were less happy at school. Girls showed more externalizing problems. Bully/victims showed similar effects, as well as lower academic performance and reading test scores.

Morrison, G. M., You, S., Sharkey, J. D., Feliz, E. D., & Griffiths, A. J. (2012) Mediation of school bonding and peer norms on the reciprocal effects of friend victimization and problem behaviorExamined the relationship between friend victimization and problem behaviors in school the following year, examined school bonding (engagement in school) and peer norms for academics as potentially mediating factors.316 students in fourth grade, all of whom were socio-economically disadvantagedSurvey researchParticipants answered questions regarding friend victimization and their own problem behaviors, answered questions related to how their friends view academics as well as their own experiences, liking, and sense of belonging in school.Survey responsesStrong correlations were found between friend victimization and problem behavior, and students who experienced friend victimization in fourth grade were more likely to have problem behavior in fifth grade.

Glew, G. M., Fan, M., Katon, W., Rivara, F. P., & Kernic, M. A. (2005) Bullying, psychosocial adjustment, and academic performance in elementary schoolExamined the link between bullying behaviors and academic achievement, school attendance, and behavioral and emotional problems.3,530 students in third, fourth, and fifth gradeSurvey researchStudents answered questions related to bullying behaviors and prevalence. Attendance records and achievement test scores were collected.Survey responses, test scores, attendance recordsVictimization positively correlated with lower achievement, feeling unsafe, feeling sad, and not feeling a sense of belonging at school.

Goryl, O., Neilsen-Hewett, C., & Sweller, N. (2013) Teacher education, teaching experience and bullying policies: Links with early childhood teachers perceptions and attitudes to bullyingExamined early childhood teachers understanding and attitudes bullying, investigated whether anti-bullying policies were implemented in early childhood education.188 teachers and early childhood care providers from day care centers in AustraliaQuestionnairesTeachers completed online questionnaires to assess their perceptions about bullying and whether the school they worked in had anti-bullying policies.Questionnaire responses93% believed young children are capable of bullying, most felt comfortable identifying and addressing bullying. Perceived confidence level correlated with level of education, but years of experience did not have correlation in perceived confidence. Majority of services had anti-bullying policy or other policy that addressed bullying indirectly.

Bradshaw, C. P., Waasdorp, T. E., & OBrennan, L. M. (2013) Teacher and education support professionals perspectives on bullying and prevention: Findings from a national education association studyExamined teacher and other education professionals perspectives on bullying5,064 members of the National Education Association (2,163 teachers, 2,901 education support professionals)Survey researchParticipants answered the NEA Bullying Survey via telephone or online regarding exposure to bullying, perceptions of different forms of bullying, and perceptions of school policies toward bullying.Survey responses43% of participants indicated that bullying was a moderate or major problem at their school. Teachers viewed bullying as a significantly greater problem than ESPs. Teachers also reported feeling more confident recognizing and intervening when bullying occurs, and reported to be more involved in anti-bullying policies in their schools than ESPs.

Running Head: PERCEPTIONS OF BULLYING

41PERCEPTIONS OF BULLYING

Appendix BTeacher SurveySection A. Observations of BullyingStudents with severe disabilities typically have a severe to profound intellectual disability and require extensive support in multiple life activities. They often have additional impairments, such as a physical disability, sensory loss, or significant behavior challenges. In the survey below we will be referring to these students as students with severe disabilities.

1. Please indicate whether you have ever witnessed your students with severe disabilities being victimized by bullies in the following ways. Check all that apply.

___ Physical Aggression (ex: hitting, fighting, slapping)___ Verbal Aggression (ex: intimidation, abusive language, mimicking, mocking)___ Indirect Aggression (ex: telling lies, social exclusion, spreading rumors, ignoring)___ Cyber Bullying (ex: sending intimidating messages through text or social media)

2. Recall a specific time in which you witnessed or were made aware of an incident of bullying of a student with a severe disability. Please describe what occurred.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Where did the incident occur?

___ General Education classroom___ Special Education classroom___ Other classroom (art, music, gym, etc.)___ Hallway___ Lunch/Recess___ School Bus___ Extra-curricular settingOther: ______________________

4. Who was the bully perpetrator(s)?

___ Student(s) without a disability___ Student(s) with a disability___ AdultOther: ______________________

5. What is the likelihood that this student will experience victimization again in the future?___ Very Likely___ Likely___ Unlikely___ Very Unlikely

Why? ____________________________________________

____________________________________________

6. What was the outcome of the incident for the bully perpetrator and the victim? Please briefly describe.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Section B. Understandings and Perceptions of BullyingBased on the scale below, please indicate your level of agreement with the following statements:

1 23 4 5 StronglyDisagree NeutralAgreeStrongly Disagree Agree

StatementLevel of Agreement

1. Bullying is a serious problem at my school.

1 2 3 4 5

2. Students with disabilities are bullied frequently at my school.

1 2 3 4 5

3. Students with severe disabilities are bullied frequently at my school.

1 2 3 4 5

4. I usually know when my students are being bullied.

1 2 3 4 5

5. I feel confident intervening when I witness bullying.

1 2 3 4 5

6. I know which students in my school most frequently engage in bully perpetration.

1 2 3 4 5

7. I know which of my students are most frequently victimized.

1 2 3 4 5

8. Teachers in my school intervene when they witness or are made aware that bullying is occurring.

1 2 3 4 5

9. My school has an anti-bullying program or policy that is carried out and enforced consistently.

1 2 3 4 5

10. My school makes attempts to address bullying that occurs towards students with disabilities. 1 2 3 4 5

Adapted from Rose & Monda-Amaya (2008)

11. When bullying occurs with your students, how are you typically made aware of it happening?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

12. In general, how do you address problems of bullying with your students?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Section C. The Effects of Bullying on Students with Severe Disabilities

The following effects have been described as a result of students being victimized by bullies. Please indicate the extent to which you have seen your students with severe disabilities exhibit these effects as a result of having been victimized.

1 23 4 5 DK Never Rarely SometimesOftenAlways Dont Know

EffectLevel of Frequency

1. Depression

1 2 3 4 5 DK

2. Anxiety

1 2 3 4 5 DK

3. Low self-esteem

1 2 3 4 5 DK

4. Aggression

1 2 3 4 5 DK

5. Social rejection

1 2 3 4 5 DK

6. Less popular among peers

1 2 3 4 5 DK

7. Student does not feel socially accepted.

1 2 3 4 5 DK

8. Negative perceptions of school (ex: dislike school, feeling unsafe at school, not feeling a sense of belonging)

1 2 3 4 5 DK

9. Lower academic achievement

1 2 3 4 5 DK

10. Are there any effects of victimization that might be experienced by students with severe disabilities that are not listed above? If so, please briefly explain.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Section D. Demographic Information

GenderAge (optional)

_____Male_____FemaleWhat is your age range?

____ 21- 25 years old____ 26 - 30 years old____ 31 - 34 years old____ 35 - 40 years old____ 41 - 44 years old____ 45 - 50 years old____ 51 - 54 years old____ 55 - 60 years old____ Over 60 years old

Degree Concentration Ethnicity

Which degree do you hold ( all that apply)?

____ Bachelors degree in

___________________________________________

____ Masters degree in

___________________________________________

____ Doctorate degree in

____ Hispanic/Latino ____American Indian or Alaska Native_____Asian ____Black or African American____Native Hawaiian or Other Pacific Islander____White

Certification Teaching Experience

Which teaching certificate(s) do you hold ( all that apply)?

____ Early childhood education____ Elementary education____ Secondary education____ Special education____ Administration____ Endorsement in _________________________

Total number of years teaching (Including this year):

_________ years

Total number of years at current grade level (Including this year):

_________ years

Primary Teaching Assignment ( all that apply)

Current Level and Grade(s) Teaching

____ Life Skills Classroom____ Self-contained Classroom____ Resource Room ____ Co-teaching____ Other

____ Elementary, Grade(s) _______________

____ Middle or Jr. High, Grade(s) __________

____ High School, Grade(s) ______________

____ Other, please describe: ______________

_____________________________________

ReferencesArseneault, L. Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying victimization uniquely contributes to adjustment problems in young children: A nationally representative cohort study. Pediatrics, 118, 130-138.

Blake, J., Lund, E., Zhou, Q., Kwok, O., & Benz, M. (2012). National prevalence rates of bully victimization among students with disabilities in the United States. School Psychology Quarterly, 27, 210-222.

Bond, L., Carlin, J. B., Thomas, L., Rubin, K. & Patton, G. (2001). Does bullying cause emotional problems? A prospective study of young teenagers. British Medical Journal, 323, 480-484.

Bouman, T., Van der Meulen, M., Goossens, F. A., Olthof, T., Vermande, M. M., & Aleva, E. A. (2012). Peer and self-reports of victimization and bullying: Their differential association with internalizing problems and social adjustment. Journal of School Psychology, 50, 759-774.

Bradshaw, C. P., Waasdorp, T. C., & OBrennan, L. M. (2013). Teachers and education support professionals perspectives on bullying and prevention: Findings from a national education association study. School Psychology Review, 42, 280-297.

Fisher, D., Pumpian, I. & Sax, C. (1998). High school students attitudes about and recommendations for their peers with significant disabilities. Journal of the Association for Persons with Severe Handicaps, 23, 272-282.

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Glew, G. M., Fan, M., Katon, W., Rivara, F. P., & Kernic, M. A. (2005). Bullying, psychosocial adjustment, and academic performance in elementary school. Archives of Pediatric and Adolescent Medicine, 159, 1026-1031.

Goryl, O., Neilsen-Hewett, C., & Sweller, N. (2013). Teacher education, teaching experience and bullying policies: Links with early childhood teachers perceptions and attitudes to bullying. Australasian Journal of Early Childhood, 38, 32-40.

McCabe, R. E., Antony, M. M., Summerfeldt, L. J., Liss, A., & Swinson, R. P. (2003). Preliminary examination of the relationship between anxiety disorders in adults and self-reported history of teasing or bullying experiences. Cognitive Behaviour Therapy, 32, 187-193.

McDougall, J., DeWit, D. J., King, G., Miller, L. T., & Killip, S. (2004). High school-aged youths attitudes toward their peers with disabilities: The role of school and student interpersonal factors. International Journal of Disability, Development and Education, 51, 287-313.

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Zwierzynska, K., Wolke, D., & Lereya, T. S. (2013). Peer victimization in childhood and internalizing problems in adolescence: A prospective longitudinal study. Journal of Abnormal Child Psychology, 41, 309-323.