Bullying and Victimization Among Students With Disabilities: Effective Strategies for Classroom Teachers

被引：40

作者：

Rose, Chad A. ^{[1
]}

Monda-Amaya, Lisa E. ^{[2
]}

机构：

[1] Sam Houston State Univ, Dept Language Literacy & Special Populat, Huntsville, TX 77341 USA

[2] Univ Illinois, Champaign, IL USA

来源：

INTERVENTION IN SCHOOL AND CLINIC | 2012年 / 48卷 / 02期

关键词：

bullying; behavior management; behavioral strategies; disabilities; inclusion; interventions; social skills; SELF-DETERMINATION; SOCIAL COMPETENCE; INTELLECTUAL DISABILITY; LEARNING-DIFFICULTIES; SPECIAL-EDUCATION; CHILDREN; SCHOOL; BEHAVIOR; ADOLESCENTS; EXPERIENCES;

D O I：

10.1177/1053451211430119

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Bullying has come to be recognized as a pervasive problem in schools today. Frequently bullying is not immediately recognized or viewed by classroom teachers as problematic behavior. As more students experience bullying, questions arise as to how well teachers understand the bullying dynamic and are aware of strategies for intervening when those behaviors occur. This article is designed to give teachers, administrators, and researchers a fundamental understanding of bullying behavior and strategies for intervening in schools and classrooms.

引用

页码：99 / 107

页数：9

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