Running Head: PERCEPTIONS OF BULLYING

Special Education Teachers Understandings and Perceptions of Bullying and its Effects
on Students with Severe Disabilities
Lauren Griffin
University of Illinois at Urbana-Champaign









PERCEPTIONS OF BULLYING

2
Introduction
Bullying 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,
PERCEPTIONS OF BULLYING

3
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
PERCEPTIONS OF BULLYING

4
address when implementing anti-bullying interventions in their schools and within the
context of special education.
Literature Review
Bullying in Special Education
Researchers 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).
PERCEPTIONS OF BULLYING

5
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 Disabilities
According 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.
PERCEPTIONS OF BULLYING

6
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
PERCEPTIONS OF BULLYING

7
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
PERCEPTIONS OF BULLYING

8
environments, and that it may help break down barriers between students with disabilities
and their peers.
Effects of Victimization
Direct 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
PERCEPTIONS OF BULLYING

9
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 90
th
percentile on depression tests, whereas students
who were victimized over a longer time period were five times more likely to score
above the 90
th
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.
PERCEPTIONS OF BULLYING

10
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
PERCEPTIONS OF BULLYING

11
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 Teachers
Teachers 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.
PERCEPTIONS OF BULLYING

12
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 Research
Although 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.
PERCEPTIONS OF BULLYING

13
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 Project
This 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
PERCEPTIONS OF BULLYING

14
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?
Methods
In 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.
Participants
Participants 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
PERCEPTIONS OF BULLYING

15
information that most accurately addressed the purpose and research questions in this
research project.
Teacher Demographics
Demographic Total Demographic Total
Gender
Male
Female

1
9
Age
21-25
26-30
31-34
35-40
41-44
45-50
51-54
55-60
Over 60

2
5
2





1
Ethnicity
Hispanic/Latino
American Indian
Asian
African American
Pacific Islander
White



1


9
Degree
Bachelors
Masters
Doctorate

5
5

Primary Teaching Assignment
Self-Contained Classroom
Resource Room
Co-Teaching
Other

5
2
2
1
Current Level Teaching
Elementary
Middle/Junior High
High School
Other

5
1
3
1


Instrument
Data 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
PERCEPTIONS OF BULLYING

16
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
PERCEPTIONS OF BULLYING

17
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.
PERCEPTIONS OF BULLYING

18
Procedures
Before 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 Analysis
PERCEPTIONS OF BULLYING

19
Data 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.
Results
There 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
PERCEPTIONS OF BULLYING

20
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
PERCEPTIONS OF BULLYING

21
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
PERCEPTIONS OF BULLYING

22
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 Bullying
Item Teachers Experiences and Observations of Bullying

A1 Type of Bullying Number of Responses
Physical 5
Verbal 7
Indirect 8
Cyber 1

A3 Where Incident Occurred Number of Responses
General Education Classroom 2
PERCEPTIONS OF BULLYING

23
Special Education Classroom 5
Other Classroom 1
Hallway 1
Lunch/Recess 3
School Bus 0
Extra-Curricular Setting 0
Other 0

A4 Bully Perpetrator Number of Responses
Student(s) without a disability 4
Student(s) with a disability 5
Adult 2
Other 0

Table 2: Understandings and Perceptions of Bullying
Item (Statements About Bullying) Mean (Level of Agreement)
B1 3.4
B2 3.1
B3 2.7
B4 4.2
B5 4.5
B6 3.1
B7 4.5
B8 3.4
B9 3.2
B10 2.8

Table 3: Effects of Bullying on Students with Severe Disabilities
Effect Mean (Level of Frequency)
Depression 2.3
Anxiety 3.5
Low Self-Esteem 2.8
Aggression 2.7
Social Rejection 2.6
Less Popular Among Peers 2.6
Lower Perceived Social Acceptance 2.7
Negative Perceptions of School 2.8
Lower Academic Achievement 2.4

Limitations
PERCEPTIONS OF BULLYING

24
This 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

Abstract
In 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
PERCEPTIONS OF BULLYING

25
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
PERCEPTIONS OF BULLYING

26
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.
PERCEPTIONS OF BULLYING

27
- 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.
- 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.
Running Head: PERCEPTIONS OF BULLYING
Appendix A
Author Purpose Participants Methodology Procedures Measurement Findings
Rose, C. A.,
Monda-Amaya,
L. E., &
Espelage, D. L.
(2011) Bully
perpetration and
victimization in
special education:
A review of the
literature
Reviewed studies
to provide
overview of issues
related to bullying
perpetration and
victimization
among students
with disabilities.
N/A Literature
review
N/A N/A Suggested 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
curricula
Compared 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
disability
Survey
research
Students 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
responses
Students 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 States
Examined
bullying rates
among students
with disabilities,
looked for
differences in
grade level and
type of disability.
11,272
students with
disabilities
Survey
research
Information 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
responses
Victimization 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.
PERCEPTIONS OF BULLYING

29
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
students
Questionnaires Students completed
questionnaires about
whether they had
been bullied, bullied
others, and
perceptions about
bullying.
Questionnaire
responses
39% 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
disabilities
Examined 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
disabilities
Survey
research
Students 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
responses
Most 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
Examined
students attitudes
toward their peers
with disabilities.
1,872 9
th
grade
high school
students
Questionnaires Students completed
questionnaires about
their attitudes toward
students with
disabilities.
Questionnaire
responses
Although 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
PERCEPTIONS OF BULLYING

30
and student
interpersonal
factors
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
programming
Examined
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 schools
Survey
research,
Intervention
Students 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
responses
Students 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
experiences
Examined 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 disorder
Questionnaires Participants 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
responses
92% 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.
Examined
relationship
between
involvement in
bullying and
1192 school
children aged
nine to 12
Survey
research
Participants answered
questions about
themselves and their
classmates regarding
involvement in
Survey
responses
Students 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
PERCEPTIONS OF BULLYING

31
M., & Aleva, E.
A. (2012) Peer
and self-reports of
victimization and
bullying: Their
differential
association with
internalizing
problems and
social adjustment
social adjustment
and internalizing
problems, looked
for potential
differences
between peer and
self-reports of
these associations.
bullying, perceived
popularity,
likeability,
depression and
anxiety, and
perceived social
acceptance and self-
worth.
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 study
Examined
whether repeated
peer victimization
in childhood
predicted
internalizing
symptoms in early
adolescence.
3,692 children
and their
mothers and
teachers
Survey
research
Children 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
responses
Victimization 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
teenagers
Examined the
relationship
between recurrent
victimization by
peers and self-
reported
symptoms of
depression and
anxiety.
2680 high
school
students
Questionnaires
and
computerized
interviews
Students answered
questions regarding
their experiences
with victimization
and their social
relationships, took
computerized
interviews regarding
mental health status.
Questionnaire
and interview
responses
Significant associations were found
between recurrent victimization,
mental health status, and social
relationship experiences.
Arseneault, L., Examined the 2,232 children Interviews Mothers answered Interview Children who were victims of
PERCEPTIONS OF BULLYING

32
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
relationship
between peer
victimization and
internalizing
problems,
externalizing
problems, and
school adjustment
aged five to
seven who are
members of
Environmental
Risk
Longitudinal
Twin Study,
their mothers
and teachers
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.
responses 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 behavior
Examined 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
disadvantaged
Survey
research
Participants 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
responses
Strong 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
Examined the link
between bullying
behaviors and
academic
achievement,
school attendance,
3,530 students
in third, fourth,
and fifth grade
Survey
research
Students answered
questions related to
bullying behaviors
and prevalence.
Attendance records
and achievement test
Survey
responses, test
scores,
attendance
records
Victimization positively correlated
with lower achievement, feeling
unsafe, feeling sad, and not feeling a
sense of belonging at school.
PERCEPTIONS OF BULLYING

33
adjustment, and
academic
performance in
elementary school
and behavioral
and emotional
problems.
scores were collected.
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
Examined 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
Australia
Questionnaires Teachers completed
online questionnaires
to assess their
perceptions about
bullying and whether
the school they
worked in had anti-
bullying policies.
Questionnaire
responses
93% 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 study
Examined teacher
and other
education
professionals
perspectives on
bullying
5,064
members of
the National
Education
Association
(2,163
teachers, 2,901
education
support
professionals)
Survey
research
Participants 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
responses
43% 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
Appendix B Teacher Survey
Section A. Observations of Bullying
Students 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 setting
Other: ______________________


4. Who was the bully
perpetrator(s)?


___ Student(s) without a disability
___ Student(s) with a disability
___ Adult
Other: ______________________
PERCEPTIONS OF BULLYING

35


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 Bullying
Based on the scale below, please indicate your level of agreement with the following
statements:

1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Statement Level 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

1 2 3 4 5
PERCEPTIONS OF BULLYING

36
frequently at my school.


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?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

PERCEPTIONS OF BULLYING

37
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 2 3 4 5 DK
Never Rarely Sometimes Often Always Dont Know


Effect Level 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
PERCEPTIONS OF BULLYING

38


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

Gender Age (optional)

_____Male
_____Female
What 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

PERCEPTIONS OF BULLYING

39

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: ______________

_____________________________________



PERCEPTIONS OF BULLYING

40
References
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 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.

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? Adolescence,
42, 749-761.

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.

PERCEPTIONS OF BULLYING

41
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.

Morrison, G. M., You, S., Sharkey, J. D., Felix, E. D., & Griffiths, A. J. (2012).
Mediation of school bonding and peer norms on the reciprocal effects of friend
victimization and problem behavior. School Psychology International, 34, 101-
120.

Rose, C. A., Espelage, D. L., Aragon, S. R., & Elliott, J. (2011). Bullying and
victimization among students in special education and general education
curricula. Exceptionality Education International, 21, 2-14.

Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and
victimization in special education: A review of the literature. Remedial and
Special Education, 32, 114-130.

Saylor, C. F. & Leach, J. B. (2009). Perceived bullying and social support in students
accessing special inclusion programming. Journal of Developmental and Physical
Disabilities, 21, 69-80.

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.