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Like shadows under a door: Bullying ...

Skillman, Jayme N.

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Like shadows under a door: Bullying from the perspectives of students with disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Like shadows under a door: Bullying from the perspectives of students with disabilities./
Author:	Skillman, Jayme N.
Description:	151 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Special. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619251
ISBN:	9781303880650

Like shadows under a door: Bullying from the perspectives of students with disabilities.
Skillman, Jayme N.

Like shadows under a door: Bullying from the perspectives of students with disabilities. - 151 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Ball State University, 2014.

The purpose of this phenomenological study was to understand and describe bullying from the perspective of students who are living with a disability and who have been bullied. The overall research question that guided this study was: What are the perspectives of students with disabilities who have been bullied based on their experiences? A sub-question examined was: What are the differences, if any, among grade levels in regard to bullying (i.e. in regard to how subjects define bullying, its impact, and their experiences as victims)? Three male participants from three different grade levels participated in this study. For comparative purposes, two of the participants chosen were diagnosed with attention deficit hyperactivity disorder (ADHD) and one was referred by educators to be evaluated for ADHD, but did not qualify. Qualitative data were gleaned in this study from individual interviews with each of the participants. The findings indicated that participants believe intentionality is a component when defining bullying and that persons who bully want to be superior and maintain a reputation. Participants indicated that students with disabilities often are targeted as victims because they appear weaker in terms of stature and unable to defend themselves. Participants discussed the negative impact of bullying and how they will never forget their experiences as a victim of bullying. The participants revealed that they often are frustrated when reporting incidents of bullying due to the lack of teacher response and support. Suggestions for peers and school faculty and staff are included in this manuscript, as well as implications for school faculty and staff and teacher education programs. Further research suggestions are provided. Examining the perspectives of victims, specifically students with disabilities, can lead to refinement in understanding of this particular topic, particularly for educators and administrators.

ISBN: 9781303880650Subjects--Topical Terms:

606639
Education, Special.

Like shadows under a door: Bullying from the perspectives of students with disabilities.
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245 1 0 $a Like shadows under a door: Bullying from the perspectives of students with disabilities.
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500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Eva Zygmunt.
502 $a Thesis (Ph.D.)--Ball State University, 2014.
520 $a The purpose of this phenomenological study was to understand and describe bullying from the perspective of students who are living with a disability and who have been bullied. The overall research question that guided this study was: What are the perspectives of students with disabilities who have been bullied based on their experiences? A sub-question examined was: What are the differences, if any, among grade levels in regard to bullying (i.e. in regard to how subjects define bullying, its impact, and their experiences as victims)? Three male participants from three different grade levels participated in this study. For comparative purposes, two of the participants chosen were diagnosed with attention deficit hyperactivity disorder (ADHD) and one was referred by educators to be evaluated for ADHD, but did not qualify. Qualitative data were gleaned in this study from individual interviews with each of the participants. The findings indicated that participants believe intentionality is a component when defining bullying and that persons who bully want to be superior and maintain a reputation. Participants indicated that students with disabilities often are targeted as victims because they appear weaker in terms of stature and unable to defend themselves. Participants discussed the negative impact of bullying and how they will never forget their experiences as a victim of bullying. The participants revealed that they often are frustrated when reporting incidents of bullying due to the lack of teacher response and support. Suggestions for peers and school faculty and staff are included in this manuscript, as well as implications for school faculty and staff and teacher education programs. Further research suggestions are provided. Examining the perspectives of victims, specifically students with disabilities, can lead to refinement in understanding of this particular topic, particularly for educators and administrators.
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