Skip to main content
SpringerLink
Log in

Addressing Bullying Among Students with Disabilities Within a Multi-Tier Educational Environment

  • Chapter
  • First Online:
Handbook of Children with Special Health Care Needs

Abstract

One of the most pervasive, yet neglected, problems impeding the social-emotional development of school-aged children is bully perpetration and victimization. Bullying has been linked to detrimental long- and short-term outcomes, ranging from academic deficits and school avoidance to difficulties with depression, anxiety, psychosomatic symptoms, and social relationships for victims. In this chapter, we outline the social and health dynamics impacting children with special health care needs (CSHCN) who experience bullying as well as effective interventions that develop support mechanisms for CSHCN with the involvement of teachers, peers, and parents. It is unclear exactly how to best involve parents of children with disabilities in effective tertiary interventions. Antibullying programs for families are at an early stage of development and multicomponent family interventions deserve further attention.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 299.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 379.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 379.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

Abbreviations

CSHCN:

Children with Special Health Care Needs

IDEIA:

Individuals with Disabilities Education Improvement Act of 2004

NCLB:

No Child Left Behind

PBS:

Positive Behavior Supports

RtI:

Response to Intervention

References

  • Adelman, H. S., & Taylor, L. (2000). Moving prevention from the fringes into the fabric of school improvement. Journal of Educational and Psychological Consultation, 11, 7–36.

    Google Scholar 

  • Allison, S., Roeger, L., & Reinfeld-Kirkman, N. (2009). Does school bullying affect adult health? Population survey of health-related quality of life and past victimization. The Australian and New Zealand Journal of Psychiatry, 43, 1163–1170.

    Article  PubMed  Google Scholar 

  • Baker, K., & Donelly, M. (2001). The social experiences of children with disabilities and the influence of environment: A framework for intervention. Disability & Society, 16, 71–85.

    Article  Google Scholar 

  • Bambara, L. M. & Kern, L. (2005). Individualized supports for students with problem behaviors: Designing positive behavior plans. New York: The Guilford Press.

    Google Scholar 

  • Batsche, G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria: National Association of State Directors of Special Education.

    Google Scholar 

  • Booker, K. C. (2006). School belonging and the African American adolescent: What do we know and where should we go? High School Journal, 89(14), 1–7.

    Article  Google Scholar 

  • Bowes L., Maughan, B., Caspi, A., Moffitt, T.E., & Arseneault, L. (2010). Families promote emotional and behavioural resilience to bullying: evidence of an environmental effect Journal of child psychology and psychiatry, and allied disciplines, 51, 809–817

    Article  PubMed  Google Scholar 

  • Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36, 361–382.

    Google Scholar 

  • Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. The American Psychologist, 32, 513–531.

    Article  Google Scholar 

  • Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. The American Psychologist, 34, 844–850.

    Article  Google Scholar 

  • Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723–742.

    Article  Google Scholar 

  • Brown, L., Long, E., Udvari-Solner, A., Schwarz, P., VanDeventer, P., Ahlgren, C., Johnson, F., Gruenewald, L., & Jorgensen, J. (1989). Should students with severe intellectual disabilities be based in regular or in special education classrooms in home schools? The Journal of the Association for Persons with Severe Handicaps, 14, 8–13.

    Google Scholar 

  • Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008) Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79, 1185–1229.

    Article  PubMed  Google Scholar 

  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River: Pearson.

    Google Scholar 

  • Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101.

    Article  Google Scholar 

  • Crick, N. R., & Dodge, K. A. (1996). Social information-processing mechanisms in reactive and proactive aggression. Child Development, 67, 993–1002.

    Article  PubMed  CAS  Google Scholar 

  • Davis, S., Howell, P., & Cooke, F. (2002). Sociodynamic relationships between children who stutter and their non-stuttering classmates. Journal of Child Psychology and Psychiatry, 43, 939–947.

    Article  PubMed  Google Scholar 

  • Dawkins, J. L. (1996). Bullying, physical disability and the paediatric patient. Developmental Medicine and Child Neurology, 38, 603–612.

    Article  PubMed  CAS  Google Scholar 

  • DeRosier, M. E., & Mercer, S. H. (2009). Perceived behavioral atypicality as a predictor of social rejection and peer victimization: Implications for emotional adjustment and academic achievement. Psychology in the Schools, 46(4), 375–387.

    Article  Google Scholar 

  • Dodge, K. A., Lansford, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R., & Price, J. M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374–393.

    Article  PubMed  Google Scholar 

  • Doren, B., Bullis, M., & Benz, M. R. (1996). Predictors of victimization experiences of adolescents with disabilities in transition. Exceptional Children, 63, 7–18.

    Google Scholar 

  • Dymond, S. K., Renzaglia, A., Rosenstein, A., Chun, E. J., Banks, R. A., Niswander, V., & Gilson, C. L. (2006). Using a participatory action research approach to create a universally designed inclusive high school science course: A case study. Research and Practice for Persons with Severe Disabilities, 31, 293–308.

    Google Scholar 

  • Espelage, D. L., & Swearer, S. M. (2004). Bullying in American schools: A social-ecological perspective on prevention and intervention. Mahwah: Erlbaum.

    Google Scholar 

  • Espelage, D. L., Bosworth, K., & Simon, T. R. (2000). Examining the social context of bullying behaviors in early adolescence. Journal of Counseling & Development, 78, 326–333.

    Article  Google Scholar 

  • Espelage, D. L., Mebane, S. E., & Swearer, S. M. (2004). Gender differences in bullying: Moving beyond mean level differences. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in American Schools: A social-ecological perspective on prevention and intervention, Mahawah: Erlbaum.

    Google Scholar 

  • Fleming, C. B., Haggerty, K. P., Catalano, R. F., Harachi, T. W., Mazza, J. J., & Gruman, D. H. (2005). Do social and behavioral characteristics targeted by preventive interventions predict standardized test scores and grades? Journal of School Health, 75, 342–349.

    PubMed  Google Scholar 

  • Flynt, S. W., & Morton, R. C. (2004). Bullying and children with disabilities. Journal Instructional Psychology, 31, 330–333.

    Google Scholar 

  • Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18, 172–186.

    Article  Google Scholar 

  • Garcia-Biggs, M. J., Simpson, C. G., & Gaus, M. D. (2009). A case of bullying: Bringing together the disciplines [Practice Highlights]. Children & Schools, 31, 39–42.

    Google Scholar 

  • Garcia-Biggs, M. J., Simpson, C. G., & Gaus, M. D. (2010). Using a team approach to address bullying of students with Asperger’s syndrome in activity-based settings. Children & Schools: Journal of National Association of Social Workers, 32(3), 135–142.

    Google Scholar 

  • Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39, 59–68.

    Article  Google Scholar 

  • Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield: National Center on Accessing the General Curriculum. http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl. Accessed 25 April 2011.

  • Herba, C. M., Ferdinand, R. F., Stijnen, T., Veenstra, R., Oldehinkel, A. J., Ormel, J., & Verhulst, F. C. (2008). Victimisation and suicide ideation in the TRIALS study: Specific vulnerabilities of victims. Journal of Child Psychology and Psychiatry, 49, 867–876.

    Article  PubMed  Google Scholar 

  • Holt, M. K. & Espelage, D. L. (2007). Perceived social support among bullies, victims, and bully-victims. Journal of Youth and Adolescence, 36, 984–994.

    Article  Google Scholar 

  • Huesmann, L. R., Eron, L. D., Guerra, N. G., & Crawshaw, V. B. (1994). Measuring children’s aggression with teachers’ predictions of peer nominations. Psychological Assessment, 6, 329–336.

    Article  Google Scholar 

  • Individuals with Disabilities Education Improvement Act. (2004) H.R. 1350, 108th Congress.

    Google Scholar 

  • Kaukiainen, A., Salmivalli, C., Lagerspetz, K., Tamminen, M., Vauras, M., Mäki, H., & Poskiparta, E. (2002). Learning difficulties, social intelligence, and self-concept: Connections to bully-victim problems. Scandinavian Journal of Psychology, 43, 269–278.

    Article  PubMed  Google Scholar 

  • Kaltiala-Heino, R., Ripela, M., Marttunen, M., Rimpela, A., & Rantanen, P. (1999). Bullying, depression, and suicidal ideation in Finnish adolescents: School survey. British Journal of Medicine, 319, 348–351.

    Article  CAS  Google Scholar 

  • Kim, Y. S., Koh, Y. J., & Leventhal, B. (2005). School bullying and suicidal risk in Korean middle school students. Pediatrics, 115, 357–363.

    Article  PubMed  Google Scholar 

  • Knox, E., & Conti-Ramsden, G. (2003). Bullying risks of 11-year-old children with specific language impairment (SLI): Does school placement matter? International Journal of Language & Communication Disorders, 38, 1–12.

    Article  Google Scholar 

  • Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do school bullying and student-teacher relationships matter for academic achievement? A multilevel analysis. Canadian Journal of School Psychology, 25, 19–39.

    Google Scholar 

  • Kumpulainen, K., Räsänen, E., & Puura, K. (2001). Psychiatric disorders and the use of mental health services among children involved in bullying. Aggressive Behavior, 27, 102–110.

    Article  Google Scholar 

  • Kumpulainen, K., Räsänen, E., Henttonen, I., Almqvist, F., Kresanov, K., Linna, S.-L., Moilanen, I., Piha, J., Puura, K., & Tamminen, T. (1998). Bullying and psychiatric symptoms among elementary school-age children. Child Abuse & Neglect, 22, 705–717.

    Article  CAS  Google Scholar 

  • Leff, S. S., Kupersmidt, J. B., Patterson, C. J., & Power, T. J. (1999). Factors influencing teacher identification of peer bullies and victims. School Psychology Review, 28, 505–517.

    Google Scholar 

  • Little, L. (2002). Middle-class mothers’ perceptions of peer and sibling victimization among children with Asperger’s Syndrome and nonverbal learning disorders. Issues in Comprehensive Pediatric Nursing, 25, 43–57.

    Article  PubMed  Google Scholar 

  • Llewellyn, A. (2000). Perceptions of mainstreaming: A systems approach. Developmental Medicine and Child Neurology, 42, 106–115.

    Article  PubMed  CAS  Google Scholar 

  • Marini, Z. A., Fairbairn, L., & Zuber, R. (2001). Peer harassment in individuals with developmental disabilities: Towards the development of a multi-dimensional bullying identification model. Developmental Disabilities Bulletin, 29, 170–195.

    Google Scholar 

  • Martlew, M., & Hodson, J. (1991). Children with mild learning difficulties in an integrated and in a special school: Comparisons of behaviour, teasing, and teachers’ attitudes. The British Journal of Educational Psychology, 61, 355–372.

    Article  PubMed  Google Scholar 

  • Meadan, H. & Monda-Amaya, L. (2008). Collaboration to promote social competence for students with mild disabilities in the general classroom: A structure for providing social support. Intervention in School and Clinic, 43, 158–167.

    Article  Google Scholar 

  • Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23, 26–42.

    Article  Google Scholar 

  • Miller, T. W., Beane, A., & Kraus, R. F. (1998). Clinical and cultural issues in diagnosing and treating child victims of peer abuse. Child Psychiatry and Human Development, 29, 21–32.

    Article  PubMed  CAS  Google Scholar 

  • Mishna, F. (2003). Learning disabilities and bullying: Double jeopardy. Journal of Learning Disabilities, 36, 336–347.

    Article  PubMed  Google Scholar 

  • Monchy, M. D., Pijl, S. J., & Zandberg, T. (2004). Discrepancies in judging social inclusion and bullying of pupils with behaviour problems. European Journal of Special Needs Education, 19, 317–330.

    Article  Google Scholar 

  • Morrison, G. M., Furlong, M. J., & Smith, G. (1994). Factors associated with the experience of school violence among general education, leadership class, opportunity class, and special day class pupils (electronic version). Education & Treatment of Children, 17, 356–369.

    Google Scholar 

  • Nabuzoka, D. (2003). Teacher ratings and peer nominations of bullying and other behaviour of children with and without learning difficulties. Educational Psychologist, 23, 307–321.

    Article  Google Scholar 

  • Nabuzoka, D., & Smith, P. K. (1993). Sociometric status and social behaviour of children with and without learning difficulties. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 34, 1435–1448.

    Article  PubMed  CAS  Google Scholar 

  • Nabuzoka, D., & Smith, P. K. (1999). Distinguishing serious and playful fighting by children with learning disabilities and nondisabled children. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 40, 883–890.

    Article  PubMed  CAS  Google Scholar 

  • Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of American Medical Association, 285, 2094–2100.

    Article  CAS  Google Scholar 

  • Newman-Carlson, D., & Horne, A. M. (2004). Bully busters: A psychoeducational intervention for reducing bullying behavior in middle school students. Journal of Counseling Development, 82, 259–267.

    Article  Google Scholar 

  • No Child Left Behind Act. (2001). 20 U.S.C, 70 Section 6301 et seq.

    Google Scholar 

  • O’Moore, A. M., & Hillery, B. (1989). Bullying in Dublin schools. The Irish Journal of Psychology, 10, 426–441.

    Article  Google Scholar 

  • Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell.

    Google Scholar 

  • Olweus, D. (1995). Bullying or peer abuse at school: Facts and intervention. Current Directions in Psychological Science, 4, 196–200.

    Article  Google Scholar 

  • Olweus, D. (2003). A profile of bullying at school. Educational Leadership, 60(6), 12–17.

    Google Scholar 

  • Orpinas, P., & Horne, A. M. (2006). Bullying prevention: Creating a positive school climate and developing social competence. Washington: American Psychological Association.

    Book  Google Scholar 

  • Ostrov, J. M. & Keating, C. F. (2004). Gender differences in preschool aggression during free play and structured interactions: An observational study. Social Development, 42, 255–277.

    Article  Google Scholar 

  • Powell, M. D. & Ladd, L. D. (2010). Bullying: A review of the literature and implications for family therapists. The American Journal of Family Therapy, 38, 189–206.

    Article  Google Scholar 

  • Prelow, H. M., Danoff-Burg, S., Swenson, R. R., & Pulgiano, D. (2004). The impact of ecological risk and perceived discrimination on the psychological adjustment of African American and European American youth. Journal of Community Psychology, 32, 375–389.

    Article  Google Scholar 

  • Rigby, K., & Slee, P. (1999). Suicidal ideation among adolescent school children, involvement in bully-victim problems, and perceived social support. Suicide & Life-Threatening Behavior, 29, 119–130.

    CAS  Google Scholar 

  • Robers, S., Zhang, J., Truman, J., & Snyder, T. D. (2010). Indicators of school crime and safety: 2010. Washington: Government Printing Office.

    Google Scholar 

  • Roeger, L., Allison, S., Korossy-Horwood, R., Eckert, K. A., & Goldney, R. D. (2010). Is a history of school bullying associated with adult suicidal ideation? A South Australian population-based observational study. The Journal of Nervous and Mental Disease, 198, 728–733.

    Article  PubMed  Google Scholar 

  • Roeger, L., Allison, S., Smith, B., & Isherwood, L. (2011) Does a parental history of peer victimization predict children’s risk of being bullied at school? An intergenerational effect in a population study. Unpublished Manuscript, Flinders University.

    Google Scholar 

  • Rose, C. A. (2010a). Bullying among students with disabilities: Impact and implications. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in North American schools: A socio-ecological perspective on prevention and intervention (2nd ed., pp. 34–44). Mahwah: Erlbaum.

    Google Scholar 

  • Rose, C. A. (2010b). Social-ecological factors related to the involvement of students with learning disabilities in the bullying dynamic (Doctoral dissertation, University of Illinois at Urbana-Champaign). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. 3452200).

    Google Scholar 

  • Rose, C. A., & Monda-Amaya, L. E. (2011). Bullying and victimization among students with disabilities: Effective strategies for classroom teachers. Intervention in School and Clinic. doi:10.1177/1053451211430119.

    Google Scholar 

  • Rose, C. A., Espelage, D. L., & Monda-Amaya, L. E. (2009). Bullying and victimization rates among students in general and special education: A comparative analysis. Educational Psychologist, 29, 761–776.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Ross, D. M. (2003). Childhood bullying, teasing, and violence: What school personnel, other professionals, and parents can do (2nd ed.). Alexandria: American Counseling Association.

    Google Scholar 

  • Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42, 747–759.

    Article  PubMed  Google Scholar 

  • Sabornie, E. J. (1994). Social-affective characteristics in early adolescents identified as learning disabled and nondisabled. Learning Disability Quarterly, 17, 268–279.

    Article  Google Scholar 

  • Salmivalli, C., Karhunen, J., & Lagerspetz, K. (1996). How do the victims respond to bullying? Aggressive Behavior, 22, 99–109.

    Article  Google Scholar 

  • San Antonio, D., & Salzfass, E. (2007). How we treat one. Educational Leadership, 64(8), 32–38.

    Google Scholar 

  • Schäfer, M., Korn, S., Smith, P.K., Hunter, H.C., Mora-Merchán J. A., Singer, M. M., & Van der Meulen, K. (2004). Lonely in the crowd: recollections of bullying. The British Journal of Development Psychology, 22, 379–394.

    Article  Google Scholar 

  • Seals, D, & Young, J. (2003). Bullying and victimization: Prevalence and relationship to gender, grade levels, ethnicity, self-esteem, and depression. Adolescence, 38, 735–747.

    PubMed  Google Scholar 

  • Seaton, E. K. (2009). Perceived racial discrimination and racial identity profiles among African American adolescents. Cultural Diversity & Ethnic Minority Psychology, 15, 137–144.

    Article  Google Scholar 

  • Sheard, C., Clegg, J., Standen, P., & Cromby, J. (2001). Bullying and people with severe intellectual disability. Journal of Intellectual Disabilty Research, 45, 407–415.

    Article  CAS  Google Scholar 

  • Smith, D. D. (2007). Introduction to special education: Making a difference (6th ed.). Boston: Pearson.

    Google Scholar 

  • Smith, P.K., & Myron-Wilson, R. (1998). Parenting and school bullying. Clinical Child Psychology and Psychiatry, 3, 405–417.

    Article  Google Scholar 

  • Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., & Browder, D. M. (2007). Effects of training in universal design for learning on lesson plan development. Remedial and Special Education, 28, 108–116.

    Article  Google Scholar 

  • Sugai, G., & Horner, R. H. (2002). Introduction to the special series on positive behavior support in schools. Journal of Emotionaland Behavioral Disorders, 10, 130–135.

    Article  Google Scholar 

  • Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17, 223–237.

    Article  Google Scholar 

  • Swearer, S. M. (2008). Relational aggression: Not just a female issue. Journal of School Psychology, 46, 613–616.

    Article  Google Scholar 

  • Swearer, S. M., Peugh, J., Espelage, D. L., Siebecker, A. B., Kingsbury, W., & Bevins, K. S. (2006). A socioecological model for bullying prevention and intervention in early adolescence: An exploratory examination. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 257–273). Mahwah: Erlbaum.

    Google Scholar 

  • Swearer, S. M., Espelage, D. L., & Napolitano, S. A. (2009). Bullying prevention and intervention: Realistic strategies for schools. New York: Guilford Press.

    Google Scholar 

  • Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010). What can be done about school bullying?: Linking research to educational practice. Educational Researcher, 39, 38–47.

    Article  Google Scholar 

  • Sweeting, H., & West, P. (2001). Being different: Correlates of the experience of teasing and bullying at age 11 (electronic version). Research Papers in Education, 16, 225–246. http://eprints.gla.ac.uk/archive/00002724/. Accessed 25 April 2011.

    Article  Google Scholar 

  • Ttofi, M. M., & Farrington, D. P. (2011) Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56.

    Article  Google Scholar 

  • Ttofi, M. M., Farrington, D. P., & Baldry, A. C. (2008). Effectiveness of programmes to reduce school bullying. Swedish National Council for Crime Prevention. http://www.bra.se/extra/measurepoint/?module_instance=4&name=Effe ctiveness_of_programmes_to_reduce_school_bullying_webb.pdf&url=/dy namaster/file_archive/081023/04395cbc57201c39fa6c7f78319ea2ab/Effec tiveness%255fof%255fprogrammes%255fto%255freduce%255fschool%255fb ullying%255fwebb.pdf. Accessed 25 April 2011.

    Google Scholar 

  • Van Cleave, J., & Davis, M. M. (2006). Bullying and peer victimization among children with special health care needs. Pediatrics, 118, 1212–1219.

    Article  Google Scholar 

  • Vossekuil, B., Fein, R. A., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the safe school initiative: Implications for the prevention of school attacks in the United States. Washington: United States Secret Service and United States Department of Education.

    Google Scholar 

  • Wang, J., Iannotti, R. J., & Tonja, R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescence Health, 45, 368–375.

    Article  Google Scholar 

  • Wehmeyer, M. L., Field, S., Doren, B., Jones, B., & Mason, C. (2004). Self-determination and student involvement in standards-based reform. Exceptional Children, 70, 413–425.

    Google Scholar 

  • Whitney, I., Smith, P. K., & Thompson, D. (1994). Bullying and children with special educational needs. In P. K. Smith & S. Sharp (Eds.), School bullying: Insights and perspectives (pp. 213–240). London: Routledge.

    Google Scholar 

  • Wong, C. A., Eccles, J. S., & Sameroff, A. (2003). The influence of ethnic discrimination and ethnic identification on African American adolescents’ school and socioemotional adjustment. Journal of Personality, 71, 1197–1232.

    Article  PubMed  Google Scholar 

  • Woods, S., & Wolke, D. (2004). Direct and relational bullying among primary school children and academic achievement. Journal of School Psychology, 42, 135–155.

    Article  Google Scholar 

  • Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17, 191–210.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Language, Literacy and Special Populations, Sam Houston State University, 2119, 77341, Huntsville, TX, USA

    Chad A. Rose Ph.D.

  2. Flinders University Medical Centre, Southern Adelaide Health Service, 2100, 5001, Adelaide, SA, Australia

    Stephen Allison MD, Ph.D.

  3. Department of Language, Literacy and Special Populations, Sam Houston State University, 2119, 77341, Huntsville, TX, USA

    Cynthia G. Simpson Ph.D.

Authors
  1. Chad A. Rose Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Stephen Allison MD, Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Cynthia G. Simpson Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Chad A. Rose Ph.D. .

Editor information

Editors and Affiliations

  1. Chapel Hill, University of North Carolina, 410 Berryhill, Chapel Hill, 27599-7575, North Carolina, USA

    David Hollar

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Springer Science+Business Media New York

About this chapter

Cite this chapter

Rose, C., Allison, S., Simpson, C. (2012). Addressing Bullying Among Students with Disabilities Within a Multi-Tier Educational Environment. In: Hollar, D. (eds) Handbook of Children with Special Health Care Needs. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-2335-5_20

Download citation

  • DOI: https://doi.org/10.1007/978-1-4614-2335-5_20

  • Published:

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4614-2334-8

  • Online ISBN: 978-1-4614-2335-5

  • eBook Packages: MedicineMedicine (R0)

Publish with us

Policies and ethics

Search

Navigation