Bullying Victimization of Learners with Disabilities: Basis for the Development of An Anti-Bullying Survival Kit (Session 6B)
Main Topic: Transition, Inclusive Postsecondary Education, and Self Determination
Session Type: Paper
This study used a sequential explanatory mixed methods quan→QUAL design and aimed to determine the extent of bullying victimization of high school learners with disabilities, as basis for the development of an anti-bullying survival kit. Quantitative data were gathered to identify learners with disabilities and those who have experienced bullying within the last three years. Bullying Victimization Scale survey instrument was used to collect data from learners with disabilities enrolled under Special Education and Inclusion programs in Iloilo City, Philippines for SY 2018 to 2019. Frequency, percentage, mean, standard deviation, and Kruskal Wallis H Test were utilized to analyze the data gathered. All statistical computations were computed with the use of Statistical Packages for Social Science (SPSS) software and the level of significance was 0.05. Different disabilities (hearing impairment, visual impairment, intellectual disability, and multiple disabilities) were observed among the respondents. Generally, the participants had rarely experienced bullying for the last three years. No significant difference was noted in the extent of bullying victimization when grouped according to type of disability. The qualitative phase utilized narratives which were documented through in-depth semi-structured interviews. Purposive sampling was used to determine participants who underwent in-depth semi-structured interview. The challenges faced by high school learners with disabilities and the coping strategies they employed were explored. The three main themes on challenges which emerged from the narratives of the interview participants were Social Interaction/ Communication Problems, Exposure to Bullying Victimization, and Academic Problems. To cope with different challenges and bullying experiences, participants employed multiple coping strategies where approach-oriented strategies were used more than the avoidance-oriented ones. An Anti-Bullying Survival Kit was developed based on the findings of the study utilizing Knirk and Gustafson design model. The survival kit contains specific insights, strategies, activities, and resources for students, parents and teachers to address bullying.
At the end of this session, participants will be able to determine the the challenges experienced, coping strategies employed, and the difference in the extent of bullying victimization of high school learners with disabilities when grouped according to type of disability, as basis for the development of an Anti-Bullying Survival Kit. Specifically, this study sought to answer the following questions:
- What are the types of disability of high school learners?
- What is the extent of bullying victimization experienced by the learners with disabilities?
- Is there a significant difference in the extent of bullying victimization when the learners are grouped according to type of disability?
- What are the challenges faced by the high school learners with disabilities who experienced bullying victimization?
- What are the coping strategies employed by the high school learners with disabilities?
- What Anti-Bullying Survival Kit may be developed for the learners with disabilities?
Keywords: Bullying, disabilities, special needs
Dr. Ruthell MorenoWest Visayas State University - Instructor I
West Visayas State University
As an educator for more than 8 years, Ruthell Moreno shows utmost dedication, hard work, patience, and love towards teaching and towards learners with special needs. She started as a SpEd teacher of elementary children with special needs at one private inclusive school, then she became an instructor at West Visayas State University (WVSU) College of Education. She taught Special Education and Professional Education subjects to undergraduate, Diploma in Teaching, and graduate school students. Aside from instruction, she also does research, extension and production activities. Dr. Moreno finished her Bachelor’s degree in Special Education Major in Teaching Children with Mental Retardation Summa Cum Laude at West Visayas State University in Iloilo City, Philippines despite being diagnosed with Systemic Lupus Erythematosus (SLE), a disabling autoimmune disease. Having joint pains and other debilitating symptoms didn’t stop her from achieving. She was top five in the Licensure Examination for Teachers (LET) and was one of the Ten Outstanding Students of the Philippines (TOSP) in 2012. She finished her Master in Education Major in Special Education at Cebu Technological University, and she finished her Ph.D. in Education Major in Psychology and Guidance with Highest Distinction at West Visayas State University. She was 19 years old when she put up the Lupus Support Group of Panay (LSGP) Inc., a non-stock, non-profit organization which aims to help persons diagnosed with lupus. Since then, helping those with disabilities such as those with lupus has been her passion and advocacy.