Research: Bullying Prevention for Disabled Children

This research project delves into the critical issue of bullying prevention and intervention strategies specifically designed for children with disabilities. The project begins with an introduction that outlines the significance of the research, followed by a comprehensive literature review that critically analyzes existing studies on bullying, its various forms (physical, verbal, social, and electronic), and its impact on children with disabilities. The research then details the methodology, including the research approach, time schedule, data collection and recording methods. Data analysis techniques and the interpretation of research specifications are also discussed. The project aims to evaluate current strategies, address the specific needs of children with disabilities, and recommend improvements. The project explores the aims, objectives, and research questions, providing a foundation for understanding the complexities of bullying in this context. The study highlights the vulnerability of children with disabilities, the importance of understanding bullying, and the need for effective strategies to create safer environments. The project includes an analysis of existing legislation and intervention methods, and the importance of community partnerships to combat bullying effectively.

Research Project- “Bullying
Prevention and Intervention
Strategies for Children with
disabilities”

TABLE OF CONTENTS
TOPIC - “Bullying Prevention and Intervention Strategies for Children with disabilities”............1
CHAPTER 1: INTRODUCTION ...................................................................................................1
1.1 Description of the research project ......................................................................................1
1.2 Importance of this research ..................................................................................................2
CHAPTER 2: LITERATURE REVIEW ........................................................................................3
1.3 Critical review ......................................................................................................................3
RESEARCH METHODOLOGY ....................................................................................................7
1.4 Research Methodology .........................................................................................................7
1.5 Time schedule and plan.........................................................................................................9
CHAPTER 3: METHODOLOGY ................................................................................................11
2.1 Proposed research investigation .........................................................................................11
2.2 Undertaking the proposed research investigation ..............................................................11
2.3 Recording and collecting data ............................................................................................12
CHAPTER 4: DATA ANALYSIS ...............................................................................................12
3.1 Appropriate research evaluation techniques ......................................................................12
3.2 Interpretation and analysis of research specifications ........................................................12
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS ..................................................17
Conclusion ................................................................................................................................17
Recommendation.......................................................................................................................17
REFERENCES..............................................................................................................................19

TOPIC - “Bullying Prevention and Intervention Strategies for Children with
disabilities”
CHAPTER 1: INTRODUCTION
1.1 Description of the research project
Impairments can happen due to birth defects or due to certain accidental incident.
Childhood is a phase that is quite tender to every action and reaction that is obtained from
society and near by individuals especially when they have certain form of disability. If in such
situations, bullying becomes prevalent then diverse impact is addressed by the victim (Rose and
Monda-Amaya, 2012). Despite of various prevention and intervening strategies, the number of
cases of bullying in schools, educational centres or other premises did not reduce drastically. The
use of specific strategies to prevent the occurrence of bullying cases is made in such a way that
only the victim is safeguarded but the accused doesn't realise his mistake.
Bullying takes place in different forms and figures for the children. It is possible that
peers who are completely fit may torture or harass a child with certain type of impairment or the
teacher or staff members in an association bully the child (Cappadocia, Weiss and Pepler, 2012).
The prevention strategies applicable in this area should be effective enough in bringing change of
perception. The accomplishment of specific needs of children with disabilities is possible
through proper structuring and design of the intervention as well as prevention strategies
(Swearer, Espelage and Napolitano, 2012). This research study is based on evaluation of
strategies that are deployed in this respect for gaining a better understanding.
Rationale for this research:
The purpose for which this research project has been undertaken is important to be
depicted by the researcher. There are certain gaps in literature when considering bullying
prevention and intervention strategies especially in case of children with certain impairments.
This study shall help in eliminating this literature gap and provide new perspectives on presence
of prevention and intervention strategies. On the other hand, this research is also devised for
contributing to professional development of the researcher. The knowledge obtained from this
research study shall help in having deeper insight in the area of bullying of children.
1

1.2 Importance of this research
Accumulation and analysis of information can be important only when it becomes useful
in the applicable area. This research on the evaluation of bullying prevention and intervention
strategies helps in understanding actual impact addressed by disabled children. This research is
useful for educational centres and institutions that enrol both disabled and normal kids because it
helps in managing incidences of bullying quite effectively. Every suitable measure which has
been deployed for reducing the impact of bullying has to be evaluated in terms of effectiveness.
Through this study one can get an idea about this effectiveness and make individuals in the
society and communities more responsible towards disabled children who are affected by
bullying.
Aim:
Aims are formulated to gain a particular path for conducting the research. For the present
study, the aim developed is - “To evaluate bullying prevention and intervention strategies for
children with disabilities.”
Objective:
The research objectives are always to be developed according to SMART (Specific,
Measurable, Accurate/Attainable, Realistic and Time bound) principle and in accordance with
aim. This research on Bullying prevention and intervention strategies for disabled children has
following objectives:
 To understand the specific needs of children with disabilities.
 To analyse the need for bullying prevention and intervention strategies for disabled
children.
 To evaluate bullying prevention and intervention strategies for children with disabilities.
 To recommend ways in which bullying prevention and intervention strategies for children
with disabilities can be improved.
Research Questions
The research topic is a pathway for arousal of doubts and questions that help in getting
information through each aspect. Often there are certain elements which are missed by the
researcher due to lack of knowledge or access to the respective element. The research questions
are helpful in attaining qualitative information regarding every aspect without leaving any
2

possibility of not achieving the aim and objectives. Below mentioned are some of the research
questions whose answers shall lead to accomplishment of main motive of the study.
 What is bullying?
 What kinds of needs are specifically addressed by children with disability?
 What are the major prevention strategies applicable in reducing bullying cases with
disabled children?
 What is the effect of bullying on disabled children?
 What is the impact of different strategies as prevention and intervention of bullying on
disabled children?
 In what ways can the on-going strategies be improved?
CHAPTER 2: LITERATURE REVIEW
1.3 Critical review
Bullying
An act of aggression and repetitive behaviour which makes an individual live in fear and
distress is known as bullying (Johnson and Schools, 2012). There is a hairline difference between
bullying and abuse. The person who bullies another person is intending to cause harm, create
fear and develop an environment which is full of negativity so that depiction of greater power
can be achieved. This kind of behaviour is typically repetitive and takes several forms like
physical, verbal and social. When cases of bullying are reported, it is important for the respective
authority to analyse the psychological factors that enforce an individual to take such steps and
bully innocent people. Swearer, Espelage and Napolitano (2012) accounted for the existence of
maintained schools which have proper facilitation for special students.
Physical bullying involves several activities which are violent in one form. These include
kicking, beating, spitting, shoving and even damaging properties. The children with specific
needs are highly vulnerable to physical bullying because of their impairment. Smith (2014)
stated that victims' race, religion and ethnic background is one of the primary factors that
influence people belonging to so-called higher backgrounds or communities to bully the disabled
(Pepler and Craig, 2014). This kind of bullying is categorised as social bullying. It also involves
social exclusion and developing an atmosphere which is not so supportive in their development
(American Educational Research Association, 2013). For instance, a person makes racist jokes
3

on a handicapped child who has dark complexion. He also restricts this child to get involved with
other individuals which means he damages friendships and spreads irrelevant rumours to spoil
the child's social image.
On the contrary, verbal bullying is another type of bullying which involves use of
offensive words and comments for harassing the respective disabled child (McLaughlin, Byers,
and Vaughan, 2010). According to Rose, Swearer and Espelage (2012), name calling, mocking
and racist comments are most common verbal bullying. With technological advancements, there
is an increase in the use of electronic devices for developing communication channels. This
mode of communication soon became a source of bullying which is known as electronic bullying
(Freeman, 2014). It involves threatening or embarrassing a person for his/her physical or social
backgrounds on the communication channel developed electronically. It also involves use of
rumours, personal pictures, videos or information for degrading the reputation of a person over
social media and connectivity channels (Sterzing and et. al., 2012).
Impact of bullying on disabled children
Swearer and et. al., (2012) stated that there is a great difference between teasing and
bullying. The level of aggression determines whether an offensive act is bullying or teasing.
Negative teasing when performed in excess results in bullying. Power imbalance when
experienced between a child and an adult or a younger child results in personal teasing which is a
form of bullying. Cappadocia, Weiss and Pepler (2012) scaled the prevalence of bullying when
considering autism struck children. The research was conducted amongst parents that had
adolescents suffering from ASD (Autism Spectrum Disorder) and school members of these
children. It was found that about 46.3% children were victimised and 14.8% experienced
perpetration. These bullying activities took place due to difference in ethnic backgrounds. On the
contrary, Hong and Espelage, (2012) stated that teachers have to understand the strategic
methodologies which bridges barriers and gaps that have taken place due to different types of
ethnic differences.
Children with specific needs are also known as children with disabilities. The type of
impairment is the only way to provide specific facilitation (Strohmeier and Noam, 2012). For
instance, a blind child requires assistance in walking and moving around in the educational
centre or in any place of social gathering. However, a child with hearing disability requires
assistance in understanding the vocal thoughts of other people. According to Yoon and Bauman
4

(2014), children that have mental disorders or disabilities are more prone to bullying. It is quite
astonishing that disabled children who have mental health problems like bipolar disease or
schizophrenia are more vulnerable to bullying and teasing by colleagues and peer students. A
primary reason behind this type of psychological action is power imbalance. When healthy
individuals experience acquisition of power, they try to bully people that are weak or cannot hold
back their strategic position (Mishna, 2012). This results in development of trauma and mental
torture for the disabled child.
Prevention and intervention strategies
As per the views of (), the rates of victimisation or getting bullied is more adults that
grow with disabilities. For instance, children that have autism spectrum disorder have higher
rates of getting bullied as compared to normal children with weaker backgrounds. This kind of
aggression behind produced amongst children is quite dangerous for the societies. Hence, a need
of preventive strategies and intervention programs to reduce the cases of bullying is felt in areas
where disabled children are more subjected to this type of violence (Bullying and Harassment of
Students with Disabilities, 2017). Several legislations like the Independent School Standard
Regulations 2010, Education and Inspections Act 2006, Equality Act 2010, etc. have been
devised by the government of UK for taking strict actions against those individuals that cause
trouble to innocent children with disabilities in the form of bullying acts (Preventing and
tackling bullying, 2014).
The maintained schools or institutions that are build for disabled children are covered
under Section 89 of the Education and Inspections Act 2006. This act discloses and motivates
school authorities to develop techniques that help in building an atmosphere which promotes
good behaviour and reduces the occurrence of bullying (Education and Inspections Act 2006,
2017). On the other hand, there are some more legislations which are effectively prevalent in
educational institutions that involves disabled children. The most important intervention for
reducing or tackling bullying situation is to identify the source. () stated that behaviour of
children with special needs when reciprocates or transforms into a more aggressive one then
individuals are said to be experiencing bullying situation. Furthermore, the school and institution
where a child spends most of his/her time develops a whole school approach. It is based on the
increasing awareness amongst every student and growing atmosphere of togetherness amongst
5

children from all categories (Preventing school bullying of children with Special Educational
Needs or Disability, 2017).
Community partnerships are another type of intervention which is prevalent for tackling
bullying situations. As per the views of Sterzing and et. al. (2012), cooperation from potential
partners of community like paramedics, spokesperson for disabled groups, health professionals,
local advocates, etc. helps in developing an approach that safeguards every child with specific
disability from bullying. The reason behind development of such an approach is increasing the
security access beyond school premises. School authorities might or might not be able to protect
and monitor the activities of children outside the premise (Langevin and Prasad, 2012). But
cooperation and collaborative partnerships with community individuals helps in achieving this
aspect of safeguarding.
Effectiveness of prevention and intervention strategies
Peer victimisation is a serious issue which needs to be handled with utmost care. Children
especially the ones with specialised needs are tender and vulnerable to traumatic situations. If
they are subjected to continuous bullying at schools or even in family gatherings then severe
impact is addressed over their mental state. According to Hong and Espelage (2012), the
prevention and intervention strategies are successful only when there is proper analysis in
context of micro, macro or meso-factors. As per the Ecological System theory proposed in “A
review of research on bullying and peer victimization in school: An ecological system analysis”,
the micro factors includes relationships with parents, youngster and peers. On the other hand,
macro factors include cultural acceptance, religious and various changes which occur in the
societal or family structure. Teachers, peers and individuals at educational institutions are part of
the meso-factors. This theoretical consideration helps in getting an insight regarding the
effectiveness of prevention and intervention strategies which have been deployed currently in
context of bullying of children with disability (Farmer and et. al., 2012).
The environment which is developed due to prevention and intervention strategies should
be supportive and contributing to the progress of children with disabilities. According to Pepler
and Craig (2014), teachers and parents at formal and informal level are more responsible in
enhancing a situation or degrading the instance with no cooperation. The respective strategy
which has been deployed for recognising whether a disabled child is experiencing bullying. The
6

support from voluntary and public sector health care organisations in terms of psychological is
helpful in enhancing the application of respective prevention and intervention strategy.
RESEARCH METHODOLOGY
1.4 Research Methodology
Introduction:
There are large number of tools and techniques which a researcher adopts for conducting
the entire study. The research methodology is this area of the research which depicts specific
details about the selected tools used for concerned study. Research proposal is considered as the
guiding light for development of research methodology (RM). Following details depict the
various tools and attributes used for developing this research on Bullying prevention and
intervention strategies for disabled children:
Research Approach:
Amongst the two major research approaches i.e. Inductive and Deductive, this study is
based on Inductive approach. This approach has been selected for concerned research study
because it helps in achieving the goals with powerful judgements that are based on laws and
theories. According to the observations and patterns obtained a new theory or conclusion is
obtained through this approach.
Research Philosophy:
For this research on Bullying Prevention and Intervention Strategies for disabled
children, interpretivism is selected as the research philosophy. This selection has been based on
the attribute that this philosophy helps in developing qualitative research with in-depth findings
through small samples.
Research Design:
It is quite essential for the researcher to have good understanding about the design of
his/her research (Yoon and Bauman, 2014). This provides a strong build up and appropriate
layout of the study. For this research on Bullying Prevention, descriptive research design has
been selected because this research is more specific in terms of the area in which actions have to
be taken. Furthermore, there is generation of certain conclusions through the findings of this
research; hence, the selection has been made.
Data Collection:
7

The information which has to be analysed, interpreted and produced in the research for
developing respective quality is through two types of collection i.e. primary and secondary
(Mishna, 2012). The use of interviews, surveys or focus groups is made in primary and data from
publications like journals, books and articles is said to be collected from secondary. The present
research is conducted on Secondary Data collection technique with reference to books and
journals specifically and some online publications.
Sampling:
The present research is qualitative and involves use of secondary sources for gathering
information. Since, there are no individuals involved for developing the study, sampling won't be
performed. It is a technique of selecting people whose experiences or opinions are recorded in
primary research for developing conclusions and matching the findings of research.
Data Analysis:
This part of the research methodology depicts the type of analysis method to be implied
for gaining accurate or precise conclusions (Sterzing and et. al., 2012). Since, this study on
Bullying prevention and intervention strategies is qualitative in nature, the use of thematic
analysis is concentrated. It involves figures, graphs and relevant interpretations for
accomplishing aim and objectives.
Reliability and Validity:
The extent up-to which the conclusions and information of one research is acquired in
same proportions through other tools depicts the reliability. The accurateness of collected
information in terms of meeting requirements depicts the validity. For this research, data used is
not very old and the sources are authentic in nature. Furthermore, subjectivity issues do not arise
because of highly reliable information acquired for the concerned research.
Ethical Considerations:
Ethics are mandatory to be followed and applied so that any sort of obligatory remarks
are not obtained for the research. The bargain of data is avoided in this research. No harm or
abuse of any category was caused to any individual during the course of this research. Moreover,
access to information was given to authorised personnels which indicates that third party
disclosures were not ignored.
Research Limitations:
8

Acknowledging research limitations helps in developing an honest approach of producing
findings and analysis of concerned research (Farmer and et. al., 2012). For this study, the major
limitation was insufficiency in time. The information available was vast but primary literature
has been included in the research. Scope of discussion is compromised due to lesser experience
in production of research works when comparing with those of well established scholars.
1.5 Time schedule and plan
An efficient researcher divides the entire research journey into fragments as per the time
scale. This helps in managing all the activities and task in time. A Gantt Chart is clear depiction
of this time scale on which different tasks for conducting the research are undertaken. For this
research study on Bullying prevention and intervention strategies, the researcher has proposed
following schedule. All activities are listed are separated in 9 weeks strategically. There is scope
for acquiring feedbacks and making respective corrections so that developed aim and objectives
are accomplished.
Activity Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9
Develop
ing
research
proposa
l
Gatheri
ng
informa
tion
from
differen
t
literatur
es
Develop
ing aims
9

and
objectiv
es
Drafting
LR
Devisin
g RM
Data
collecti
on
(second
ary)
Conduct
ing
seconda
ry
research
Comple
ting the
project
Submitt
ing draft
Gatheri
ng
feedbac
k and
making
correcti
ons
10

Submitt
ing final
report
CHAPTER 3: METHODOLOGY
2.1 Proposed research investigation
In the present research study major objective for carrying out the research is to evaluate
bullying prevention and intervention strategies for children with disabilities. In the study
physical and financial resources have been used so that required outcomes of the study should be
successfully achieved.
Aim: To evaluate bullying prevention and intervention strategies for children with disabilities.
Objectives:
 To understand the specific needs of children with disabilities.
 To analyse the need for bullying prevention and intervention strategies for disabled
children.
 To evaluate bullying prevention and intervention strategies for children with disabilities.\
 To recommend ways in which bullying prevention and intervention strategies for children
with disabilities can be improved.
2.2 Undertaking the proposed research investigation
Present research study has been performed for evaluating bullying prevention and
intervention strategies for children with disabilities.
Research approach :- In this study inductive approach has been used and in this observation
and patterns have been used for developing a new theory and conclusion is drawn through this
approach.
Research philosophy :- Interpretivism philosophy has been used and it has helped for
developing qualitative research through in depth findings.
Research design :- Descriptive research design has been used in this study.
Data Collection :- In this study secondary data has been collected for accomplishing the
required outcomes of the study.
11

Sampling :- In the present study sampling will not be performed as there are no individuals
involved for carrying out the study.
Data analysis :- Analysis of data and information has been performed by making use of
thematic analysis technique.
2.3 Recording and collecting data
In the present study secondary data has been used for completing the study and the
information has been collected from various sources such as books, journals, internet articles and
websites.
CHAPTER 4: DATA ANALYSIS
3.1 Appropriate research evaluation techniques
Data analysis is one of the most important part of the research study and under this
evaluation of primary and secondary data is performed so that required outcomes of the study
could be successfully gained. Various types of research evaluation techniques are used and in
this mediums are provided for judging the criteria that have been used in the study. There are two
types of method which are used for evaluating the information and this techniques includes
qualitative and quantitative method. In the present study which aims at discover bullying
prevention and intervention strategies for children with disabilities.
In this study secondary data has been collected and through the help of the data entire
study has been performed successfully. Thematic analysis has been performed and themes have
been prepared and it has been used as a data analysis tool that can be used for successfully
performing the study. Themes have been prepared and on the basis of that evaluation of
secondary data has been done. Detailed analysis of every theme has been done and efforts have
been made for gaining meaningful insight from it. This practice has helped for accomplishing the
required outcomes of the study in successful manner. Detailed analysis of every theme has been
done and on the basis of that effect of bullying and ways that could be used for preventing
bullying have been identified.
3.2 Interpretation and analysis of research specifications
Theme 1 : Disabled children are at risk of being bullied.
As per the findings of the secondary data and information it can be ascertained that there
are various ways through which disabled child get bullied. There are various types of bullying
12

and it comprise of developmental, emotional, physical and intellectual bullying. There are
several challenges that create more higher risk for kids. Physical vulnerability, intolerant
environments and different types of social skills challenges (Livingstone and Smith, 2014).
There is negative attitude in society related to disability and among kids there exist clear
understanding about various disabilities conditions of children. It is easier for other child to show
aggressive behaviour towards disabled child that comprise imbalance of strength and power.
It is the major reason due to which incidents of bullying are increasing at a faster rate and
it has become important that strategies should be formed for reducing the cases of bullying.
Individuals involved in doing verbal, physical, emotional and racial abusing are dangerous for
the disabled child. Most of the incidents of bullying done by the children to disabled children.
Atmosphere of schools and other places is not safe and secure for the disabled children (Teyhan,
Galobardes and Henderson, 2015).
Theme 2 : There are specific needs of children suffering from disability.
As per the findings of the secondary data it can be articulated that People suffering from
disability are having their own specific needs and due to that other individuals makes fun of this.
Disable child have their own specific requirements and it is the major reason due to which other
kids and people find it easier for making fun and passing abusive comments on the disabled
children. Teasing and insulting and spreading negative rumours and it is the major reason due to
which child faces incidents of bullying (Hutchings and Clarkson, 2015).
Disabled children are having there specific needs and they lack normal physical and
emotional features. It is the main reason that other people target disabled child. There is lack of
physical features which create challenges for the child and it comes in the category of
exploitative bullying. In this bullying features of child are used for passing verbal abusive
comments on them. One more type is manipulative bullying in which a individual control others
and it is the major cause of bullying. Disable child becomes victim of bullying and lack of some
physical and mental attributes make them prone for get abuse by other child. If a kid is having
leaning difficulty or having speech impairment than they can become easy targets and thus easily
become victim of bullying.
Theme 3 : Disabled children have become victim of bullying in schools and other places.
According to the secondary data and information it has been analysed that disabled
children faces incidents of bullying in schools and other places. Kids suffering from disability
13

are perceived as different by others including their Non-disabled peers (Shemesh and et.al,
2013).
It is the major reason due to which disabled children becomes victim of bullying in
schools and they are easy target for other kids. Other students find it easier for making fun of
disabled kids and thus serious incidents of bullying are faced by child. From the findings of the
secondary data it has been analysed that bullying is a common incident that is being faced by
disabled kids and it gives negative impact on their emotional and physical development.
Theme 4 : There is lack of sufficient measures that are taken by government and other
authorities.
It has been analysed from the secondary data that there is lack of sufficient measures that
have been taken by government, local authority and schools. It is critical that there should be
appropriate support that should be available for kids suffering from disability.
Increasing number of cases of bullying reflects that there is lack of measures that have
been taken by the authorities for preventing and reducing the cases of bullying in schools.
Bullying In schools is a cause that creates social inequality and due to this challenges are faced
in implementing the equality among children at schools and other workplace. Physical and verbal
abusing is common at schools and there are many forms of bullying incidents faced by child and
direct bullying comprise of shoving, kicking, taunting, teasing, threatening and verbal
harassment (Finkelhor and Tucker, 2015). All this incidents are happening because there is lack
of appropriate measures from government and other authorities.
Theme 5 : Bullying gives impact on the disabled children.
It has been identified from the secondary research that incidents of bullying gives
emotional and physical impact on the child. Incidents of bullying have proved harmful and
damaging for kids and due to this negative impact has been observed on their overall growth.
Emotional difficulties are also faced by child and stress and mental depressions are faced by
child. In addition to that it harms the mental and physical development of child and due to that
overall growth of child gets affected. Low self esteem and lower morale are identification that
child is suffering from bullying and due to it growth of disable child gets affected (Wolke and
Lereya, 2015).
Theme 6 : There is need for prevention and intervention strategies that could be used for
ensuring safety and protection of disabled children.
14

It has been analysed from the secondary research that it is essential for adopting
preventive and intervention strategies that could be used for ensuring safety and protection for
the disabled child. Disabled children faces two types of bullying and it comprise of direct and
indirect bullying. Incidents of indirect bullying involves spreading negative rumours about the
child and cyberbullying is also one major type of bullying faced by the disabled child. Direct
bullying involves hitting, shoving, taunting, teasing, shoving and passing verbal abusive
comments on the child. It is critical that appropriate prevention and intervention strategies should
be formulated for making it ensure that safety and protection of child. Children having specific
needs are at higher risk for getting bullied by other people (Scott and Dale, 2016). It is vital that
government, schools and other responsible authorities should take steps for providing safe and
conductive environment for ensuring that disable child should not faces any incident of bullying.
Theme 7 : Disable children find it difficult for sharing the issues of bullying faced by them.
It has been analysed from the secondary data and information that has been collected that
disable child who are facing incidents of bullying finds it difficult to share their difficulties with
other people. It is the major cause due to which challenges are faced in providing better
consultancy and care to the disabled child. Disable child sometimes finds it normal to get abused
by other as they lack some physical and mental characteristics. It is vital that some appropriate
services should be provided to the disabled child so that their positive involvement could be
taken and incidents of bullying could be reduced. It is vital that opportunity should be provided
to disabled child that they can get sufficient counselling and supportive services for protecting
them from harassment and bullying (Tippett, Wolke and Platt, 2013).
Theme 8 : Prevention and intervention strategies are available for disabled child.
From the secondary data and information it has been identified and evaluated that there
are various intervention and prevention strategies that are available for disabled child. It is
helping for ensuring that they should not get bullied and thus it will affect the overall growth and
development of the child. Whenever parents find that disabled child is getting bullied than they
should take appropriate measures for protecting the child (Lereya and et.al, 2015).
Schools also make policies and regulations which supports for ensuring that safe and
secure environment should be provided to the child. Curriculums are designed for promoting
communication, cooperation and equality among schools and trainings are given to the kids for
anger and stress management so that they could not shown any kind of aggressive behaviour
15

towards the disabled children. Particular classroom rules can be framed and it is important that
the rules should be clear and specific and thus students will make efforts for not bullying for
each other. In addition to that immediate consequences are available for positive behaviour and
negative consequences for involving any kind of illegal activity. Prevention and intervention
strategies are available at individual level also and it comprise of having serious talks with
bullies and victims and having role playing sessions so that disabled people could be told about
the methods that could be used for protecting the child.
Theme 9 : Interventions strategies needs to be monitored for addressing bullying.
It has been analysed from secondary data and information that it is important that
intervention strategies should be monitored so that their effectiveness could be successfully
analysed and identified. It is critical that immediate monitoring should be there so that it can be
made ensured that incidents of bullying should not get repeated and thus it will help for ensuring
safety and security of the disabled child (Livingstone and Smith, 2014). Monitoring will aid for
identifying all the serious cases of bullying and with the help of this appropriate and effective
measures could be taken so that cases of bullying should be identified and on the basis of that
measures can be taken for ensuring that all the policies related to bullying can be identified and
evaluated. Proper monitoring helps in making it ensure that cases of bullying does not get
repeated and all the action plans and strategies that have been formulated should be successfully
implemented.
Theme 10 : Schools and education institutions can play a important role in reducing cases
of bullying.
According to the findings of the secondary data and information it has been analysed that
school is the place where majority of the cases of bullying have been reported. It is observed
from the secondary research that schools can play a important role in ensuring that cases of
bullying should be reduced. There are various programs that are being implemented by schools
so that cases of bullying could be reduced (Teyhan, Galobardes and Henderson, 2015).
Classroom rules and policies are made and it helps for ensuring that aggressive
behaviour should not be shown by any student and bullying against the disabled students could
be reduced. Parents learning opportunity and disciplinary procedures that are used. In addition to
that various initiatives are taken for decreasing the victimization of the children. Video and
virtual reality programs are launched for creating awareness about bullying among students.
16

Along with this disciplinary methods are also used and in this strict instructions are given to the
students for not getting involve in any kind of abusive behaviour with other students.
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS
Conclusion
Aforementioned research study concludes that bullying is a serious and heinous crime
that is being faced by disabled child. Various types of prevention and intervention strategies are
available for ensuring safety and protection of disabled child. There are different types of
bullying that is being faced by disabled child and it comprise of direct bullying and indirect
bullying. Major reason for child bullying is that they did not realize that they are actually facing
abusive behaviour and there is need for taking serious steps so that incidents of bullying should
be stopped.
Child faces isolated behaviour due to bullying and thus they also face issues in telling
others about the problem that they are facing abusive situations. Specific needs of disabled
children are major reason due to which they face bullying from other child. Lack of specific
physical features in disable child makes it easier for others to get bullied by others. Incidents of
manipulative bullying are faced by disabled kids and it is the case in which a person controls the
bullying behaviour performed by the other person. Bullying with the disabled child is the major
reason for school avoidance and it is also major reason for high absenteeism rate. Disable kids
suffer from bullying and due to that they develop inability to concentrate on their studies and
other studies. Increase in drop out rates is also a major point that reflects that a child has faced
incidents of bullying in the schools.
Exploitative bullying is also faced by disabled children and in this physical features of
disabled child are used for bullying them and thus It aids for ensuring that they should get
protection and thus they get abused. There are many prevention and intervention strategies are
available for them and it provide them safe and conductive working environment. Schools and
parents of disabled child are taking preventive care for ensuring that disable kids should not get
bullied. Parents can provide moral support to disabled child so that their morale and motivation
level should be enhanced and they should not feel depressed.
17

Recommendation
 Schools can take significant measures for reducing the incidents of bullying in the
schools. A well designed curriculum can be designed in which activities can be planned
for teaching stress management. Anger management and different types of conflict
resolution skills. It will provide an innovative approach for reducing the cases of bullying
in the schools. Disabled children can be encouraged for discussing the incidents of
bullying with their teachers, parents, friends and teachers.
 Program can be designed in which role playing and videos can be developed so that
incidents of victimization could be reduced at schools. Along with this disciplinary
methods could also be implemented so that fear can be created in the students for not
doing any kind of abusive behaviour.
 Parents can play a very important role in making them capable for understanding and
explaining about any kind of bullying happened to them. They can draw pictures and
make use of innovative technology for asking their child about disabled child telling
about bullying incidents that are being faced by them.
 Local and government authorities can make strict policies and rules so that strict actions
could be taken against the individuals who are involved in heinous crime of bullying with
the disabled child.
 Parents can teach various actions to child so that they can express about any kind of
abusive behaviour happened with them. Child can be taught about describing the
incidents of bullying that are being faced by them and it will help for making it ensure
that they could identify the causes which are associated with the bullying.
 Communication among teaching staff, parents and other supervisors can be enhanced so
that they can be made aware about what is happening at playgrounds and in the schools
so that it will become easier for having involvement with the disabled children so that
incidents of bullying can be reduced.
 Anti bullying policy could be framed in the schools and in this involvement of teachers,
staff, students and parents can be taken so that a very strict bullying policy could be
framed.
 Specialised training can be provided to the school staff and staff of local authority in the
area of specific educational needs and disabilities.
18

REFERENCES
Books and Journals
American Educational Research Association, 2013. Prevention of bullying in schools, colleges,
and universities: Research report and recommendations. AERA.
Cappadocia, M. C., Weiss, J. A. and Pepler, D., 2012. Bullying experiences among children and
youth with autism spectrum disorders. Journal of autism and developmental disorders.
42(2). pp.266-277.
Farmer, T. W. and et. al., 2012. Bullying involvement and the school adjustment of rural students
with and without disabilities. Journal of Emotional and Behavioral Disorders. 20(1).
pp.19-37.
Finkelhor, D. and Tucker, C.J., 2015. A holistic approach to child maltreatment.The Lancet
Psychiatry. 2(6). pp.480-481.
Freeman, G. G., 2014. The implementation of character education and children’s literature to
teach bullying characteristics and prevention strategies to preschool children: An action
research project. Early childhood education journal. 42(5). pp.305-316.
Hong, J. S. and Espelage, D. L., 2012. A review of research on bullying and peer victimization in
school: An ecological system analysis. Aggression and violent behavior. 17(4). pp.311-
322.
Hutchings, J. and Clarkson, S., 2015. Introducing and piloting the KiVa bullying prevention
programme in the UK.Educ Child Psychol. 32. pp.49-61.
Johnson, K. and Schools, B. P., 2012. Bullying prevention. American School & University.
85(1). pp.34-37.
Langevin, M. and Prasad, N. N., 2012. A stuttering education and bullying awareness and
prevention resource: A feasibility study. Language, speech, and hearing services in
schools. 43(3). pp.344-358.
Lereya, S.T. and et.al, 2015. Adult mental health consequences of peer bullying and
maltreatment in childhood: two cohorts in two countries.The Lancet Psychiatry. 2(6).
pp.524-531.
Livingstone, S. and Smith, P.K., 2014. Annual Research Review: Harms experienced by child
users of online and mobile technologies: the nature, prevalence and management of sexual
and aggressive risks in the digital age.Journal of child psychology and psychiatry. 55(6).
pp.635-654.
Mishna, F., 2012. Bullying: A guide to research, intervention, and prevention. OUP USA.
Rose, C. A. and Monda-Amaya, L. E., 2012. Bullying and victimization among students with
disabilities: Effective strategies for classroom teachers. Intervention in School and Clinic.
48(2). pp.99-107.
Rose, C. A., Swearer, S. M. and Espelage, D. L., 2012. Bullying and students with disabilities:
The untold narrative. Focus on Exceptional Children. 45(2). p.1.
Scott, E.J. and Dale, J., 2016. Childhood bullying: implications for general practice.
Shemesh, E. and et.al, 2013. Child and parental reports of bullying in a consecutive sample of
children with food allergy.Pediatrics. 131(1). pp.e10-e17.
Smith, P. K., 2014. Understanding school bullying: Its nature and prevention strategies. Sage.
Sterzing, P. R. and et. al., 2012. Bullying involvement and autism spectrum disorders: prevalence
and correlates of bullying involvement among adolescents with an autism spectrum
disorder. Archives of pediatrics & adolescent medicine. 166(11). pp.1058-1064.
19

Strohmeier, D. and Noam, G. G., 2012. Bullying in schools: What is the problem, and how can
educators solve it?. New Directions for Student Leadership. 2012(133). pp.7-13.
Swearer, S. M. and et. al., 2012. Understanding the bullying dynamic among students in special
and general education. Journal of School Psychology. 50(4). pp.503-520.
Swearer, S. M., Espelage, D. L. and Napolitano, S. A., 2012. Bullying prevention and
intervention: Realistic strategies for schools. Guilford press.
Teyhan, A., Galobardes, B. and Henderson, J., 2015. Child allergic symptoms and well-being at
school: Findings from ALSPAC, a UK Cohort Study.PloS one. 10(8). p.e0135271.
Tippett, N., Wolke, D. and Platt, L., 2013. Ethnicity and bullying involvement in a national UK
youth sample. Journal of adolescence. 36(4). pp.639-649.
Wolke, D. and Lereya, S.T., 2015. Long-term effects of bullying.Archives of disease in
childhood, pp.archdischild-2014.
Yoon, J. and Bauman, S., 2014. Teachers: A critical but overlooked component of bullying
prevention and intervention. Theory Into Practice. 53(4). pp.308-314.
Online
Bullying and Harassment of Students with Disabilities. 2017. [Online]. Available
Through:<http://www.pacer.org/bullying/resources/students-with-disabilities/>. [Accessed
on 20th June, 2017].
Education and Inspections Act 2006. 2017. [Online]. Available
Through:<http://www.legislation.gov.uk/ukpga/2006/40/section/89>. [Accessed on 20th
June, 2017].
McLaughlin, C., Byers, R. and Vaughan, P., R., 2010. Responding to Bullying among Children
with Special Educational Needs and/or Disabilities. [PDF]. Available
Through:<https://www.anti-bullyingalliance.org.uk/sites/default/files/uploads/
SEND_bullying_Literature_Review.pdf>. [Accessed on 20th June, 2017].
Pepler, D. and Craig, W., 2014. Bullying Prevention and Intervention in the School
Environment: Factsheets and Tools. [PDF]. Available
Through:<http://www.prevnet.ca/sites/prevnet.ca/files/prevnet_facts_and_tools_for_school
s.pdf>. [Accessed on 20th June, 2017].
Preventing and tackling bullying. 2014. [PDF]. Available
Through:<https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/
444862/Preventing_and_tackling_bullying_advice.pdf>. [Accessed on 20th June, 2017].
Preventing school bullying of children with Special Educational Needs or Disability. 2017.
[PDF]. Available Through:<http://nda.ie/nda-files/Preventing-School-Bullying1.pdf>.
[Accessed on 20th June, 2017].
20