Preventing Bullying of Students with Disabilities: Teachers’ Definitions of Bullying and use of Anti-bullying Strategies

Abstract

Students with disabilities are more likely to be victimized compared to their peers without disabilities. However, not many studies have examined how general education teachers address bullying of students with disabilities in inclusive classrooms. This study used an explanatory sequential mixed methods design to examine teachers’ strategy use and disability category, view of social exclusion, the relationship between strategy type and bullying type, and completeness of bullying definition as a moderator. One hundred fourteen participants completed the survey and six participants from the sample completed interviews. Results found participants were less likely to use individual level strategies. Completeness of bullying definition moderated the relationship between years of experience and strategy use. Themes include varying reasons for bullying, lack of supports, and social exclusion is easily missed. Implications include providing training and support to address the bullying of students with disabilities.