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Prevalence of bullying in fourth, fi...

Flores, Catherine M.

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Prevalence of bullying in fourth, fifth and sixth grade for children with and without disability: A comprehensive study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Prevalence of bullying in fourth, fifth and sixth grade for children with and without disability: A comprehensive study./
Author:	Flores, Catherine M.
Description:	36 p.
Notes:	Source: Masters Abstracts International, Volume: 51-06.
Contained By:	Masters Abstracts International51-06(E).
Subject:	Education, Special. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1522799
ISBN:	9781303127090

Prevalence of bullying in fourth, fifth and sixth grade for children with and without disability: A comprehensive study.
Flores, Catherine M.

Prevalence of bullying in fourth, fifth and sixth grade for children with and without disability: A comprehensive study. - 36 p.

Source: Masters Abstracts International, Volume: 51-06.

Thesis (M.S.)--California State University, Fullerton, 2013.

This investigation examined the perceptions of bullying for students with and without disabilities. Specifically, the following questions were investigated: 1) Is there a difference between typical students and students with disability on the perceptions of bullying incidences? 2) How did different disability groups rate the incidence of bullying they experienced? 3) Do significant differences emerge between students who have and have not been bullied on their ratings of school enjoyment? and 4) Do significant differences emerge between students who have and have not been bullied on their ratings of the amount of friends? The sample consisted of 85 participants with (n = 15) and without (n = 60) disability in 4th, 5th, and 6th grades between the ages of 9 and 12 years. This included students identified as having Attention Deficit Hyperactivity Disorder (ADHD), Learning Disability (LD), Sensory Integration Disorder, or Emotional Disturbance (ED). Students were given a survey questionnaire in a small group setting at the end of the school day. Despite prior research to the contrary, the results from this examination indicated no significant difference was found between the perceptions of bullying incidences for students with and without disability. Findings may have been impacted by the educational setting and disability characteristics of participants as they were included in general education classes and disabilities were in the mild to moderate category. The discussion section explores implications this research has on student perceptions and self-concept, inclusion and anti-bullying intervention.

ISBN: 9781303127090Subjects--Topical Terms:

606639
Education, Special.

Prevalence of bullying in fourth, fifth and sixth grade for children with and without disability: A comprehensive study.
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245 1 0 $a Prevalence of bullying in fourth, fifth and sixth grade for children with and without disability: A comprehensive study.
300 $a 36 p.
500 $a Source: Masters Abstracts International, Volume: 51-06.
500 $a Adviser: Erica Howell.
502 $a Thesis (M.S.)--California State University, Fullerton, 2013.
520 $a This investigation examined the perceptions of bullying for students with and without disabilities. Specifically, the following questions were investigated: 1) Is there a difference between typical students and students with disability on the perceptions of bullying incidences? 2) How did different disability groups rate the incidence of bullying they experienced? 3) Do significant differences emerge between students who have and have not been bullied on their ratings of school enjoyment? and 4) Do significant differences emerge between students who have and have not been bullied on their ratings of the amount of friends? The sample consisted of 85 participants with (n = 15) and without (n = 60) disability in 4th, 5th, and 6th grades between the ages of 9 and 12 years. This included students identified as having Attention Deficit Hyperactivity Disorder (ADHD), Learning Disability (LD), Sensory Integration Disorder, or Emotional Disturbance (ED). Students were given a survey questionnaire in a small group setting at the end of the school day. Despite prior research to the contrary, the results from this examination indicated no significant difference was found between the perceptions of bullying incidences for students with and without disability. Findings may have been impacted by the educational setting and disability characteristics of participants as they were included in general education classes and disabilities were in the mild to moderate category. The discussion section explores implications this research has on student perceptions and self-concept, inclusion and anti-bullying intervention.
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773 0 $t Masters Abstracts International $g 51-06(E).
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