scholarly journals Bullying in Students with Special Education Needs and Learning Difficulties: The Role of the Student–Teacher Relationship Quality and Students’ Social Status in the Peer Group

2021 ◽  
Author(s):  
Martina Berchiatti ◽  
Antonio Ferrer ◽  
Laura Galiana ◽  
Laura Badenes-Ribera ◽  
Claudio Longobardi
Keyword(s):  
Special Education ◽  
Social Status ◽  
Student Teacher ◽  
Peer Group ◽  
Learning Difficulties ◽  
Control Group ◽  
Student Teacher Relationship ◽  
Special Education Needs ◽  
Being Bullied ◽  
Education Needs

Abstract Background Children with Special Education Needs and Learning Difficulties are at risk of being excluded, or bullied because of their impairments. Within the bullying literature, two variables have been shown to be key in terms of its predictions: student–teacher relationship and students’ social status among peers. Objective The aim of this research was to assess the association between the student–teacher relationship and students’ social status in the peer group and bullying dimensions in children with SEN, LD, and typical development. Method A total of 320 children—55 with LD, 46 with SEN, and 219 in the control group – participated in the study, with a mean age of 11.04 (SD = 1.42), and 59.7% of whom were male. The model tested showed a good fit: χ2 (40) = 102.395, p < .001, CFI = .940, RMSEA = .070 [90% CI = .054, .088]. Results Main findings show that children with SEN and LD had more difficulties in social participation and might be at higher risk of being bullied, compared with their classmates. Conclusions This study offers evidence on bullying in children with SEN and LD and its association with both relationship with teacher and students’ social status. For teachers, results highlight peculiarities and possible problems of school inclusion of children with SEN and LD. For educational researchers, findings add knowledge on literature focused on bullying in children with difficulties.

scholarly journals The impact of COVID-19 on anxiety and wellbeing for families of individuals with Special Education Needs and Disabilities in the UK

2021 ◽  
Author(s):  
Vasileios Sideropoulos ◽  
Daniel Dukes ◽  
Mary Hanley ◽  
Olympia Palikara ◽  
Sinead Rhodes ◽  
...  
Keyword(s):  
Special Education ◽  
Repeated Measures ◽  
Control Group ◽  
Typically Developing ◽  
School Closures ◽  
Time Points ◽  
Special Education Needs ◽  
Education Needs ◽  
The Uk ◽  
The Impact

COVID-19 has affected people across the world. However, it has been suggested that individuals with Special Education Needs and Disabilities (SEND) and their families might have been particularly impacted by the first national lockdown in the UK. In contrast to previous studies, the current study examined wellbeing and anxiety at different time points and included a control group matched for family situation. Parents of 402 individuals with SEND reported on their own anxiety and wellbeing as well as that of their son/daughter at three time points (before COVID-19, when COVID-19 pandemic started, and during the national lockdown). In addition, data from 186 typically developing (TD) siblings was obtained. Repeated measures ANOVAs and regression analyses showed that, although both individuals with SEND and their TD siblings showed increased anxiety across the three time points, levels of anxiety were not predicted by age, gender or health. Instead, levels of anxiety in the SEND group, but not the TD siblings, were predicted by awareness about COVID-19, diagnosis of an existing anxiety disorder as well as parental anxiety. In addition, whilst TD individuals were reported to increasingly worry about social related issues as well as family related issues, those with SEND were reported to worry about issues related to school closures. These findings show that COVID-19 impacts the wellbeing of those with SEND differently to that of their TD siblings and that school closures have a particular effect on this group. Further implications for policy impact and interventions are discussed.

Bullying in Students Who Stutter: The Role of the Quality of the Student–Teacher Relationship and Student’s Social Status in the Peer Group

2020 ◽  
Vol 20 (1) ◽  
pp. 17-30
Author(s):  
Martina Berchiatti ◽  
Laura Badenes-Ribera ◽  
Laura Galiana ◽  
Antonio Ferrer ◽  
Claudio Longobardi
Keyword(s):  
Social Status ◽  
Student Teacher ◽  
Peer Group ◽  
Student Teacher Relationship

scholarly journals Niepełnosprawność i specjalne potrzeby edukacyjne w świetle polskiej i brytyjskiej poprawności politycznej

Neofilolog ◽  
1970 ◽  
pp. 29-40
Author(s):  
Iwona Dronia Iwona Dronia
Keyword(s):  
Special Education ◽  
Political Correctness ◽  
Legal Status ◽  
European Countries ◽  
Physical Impairment ◽  
Educational Context ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs ◽  
The Uk

The main goal of this article is to describe the legal status and situation of disabled learners in Poland, the UK and in other European countries. The author wishes to analyze whether the trends advocated by the principles of Political Correctness (PC) have influenced the language used in the educational context, and, in particular, towards students of special education needs (SEN). The article attempts to demonstrate that neither English nor Polish are sufficiently polite in terms of describing, categorizing, evaluating or naming all the learners, who, owing to their mental or physical impairment, have Special Educational Needs.

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