BULLYING OF CHILDREN AND YOUTH IN SCHOOL WITH DISABILITIES Diane Sheffield Aggressive behavior that is intentional and involves

an imbalance of power or strength and it is often repeated over time, this is what bullying is. There are many forms of bullying, such as hitting, kicking, or shoving (physical bullying), teasing or name-calling (verbal bullying), intimidation through gestures or social exclusion (non-verbal bullying or emotional bullying), and sending insulting messages by text messaging or e-mail (cyber bullying). Having a child with a disability can have a huge impact on family life. A unique combination of emotional, social, physical, and financial pressures is what parents or legal guardians face. So therefore, the stress of having to deal with bullying of their child or youth at school can be considerable, and how well or badly it is dealt with can have a massive impact on family life. What is known about bullying among children and youth with disabilities? There is growing research that shows bullying with children and youth that have different disabilities and available information indicates that children and youth with Learning Disabilities are at greater risk of being physically bullied and teased (Martlew & Hodson, 1991; Mishna, 2003, Nabuzoka & Smith, 1993; Thompson, Whitney, & Smith, 1994). For those that have ADHD are more likely than other children and youth to be bullied. They also are somewhat more likely than others to bully their peers (Unnever&Cornell, 2003). Children and youth with medical conditions which affect their appearance, such as cerebral palsy, muscular dystrophy and spinal bifida are more

likely to be victimized by peers. frequently, these children report being called names related to their disability (Dawkins, 1996). Obesity of children and youth may place them in a higher risk of being bullied. A study of children aged 11-16 was done. In this study, researchers found that overweight and obese girls (aged 11-16) and boys (aged 11-12) were more likely to be teased or to be made fun of and to experience relational bullying (e.g., to be socially excluded). Overweight and obese girls were also more likely to be physically bullied (Janssen, Craig, Boyce, & Pickett, 2004). Children who stutter may be more likely than their peers to be bullied. In a study done with adults who had problems with stammering as children, 83 percent said that they had been teased or bullied; 71 percent of those who had been bullied said it happened at least once a week (Hugh-Jones & Smith, 1999). Children and youth with paralysis of one side of their bodies are more likely than some aged peers to be victimized by peers, to be voted as less popular than their peers, and to have fewer friends than other children 9Yude, Goodman, & McConachie, 1998). In a 2010-2011 online survey conducted by the Anti-Bullying Alliance, 80 parents of disabled children and youth completed the survey. The results from the on-line survey found that, the most common form of bullying experienced was verbal (36%), followed by emotional (30%) and physical (28%) with 2% of respondents reporting either sexual or racial bullying. Other forms of bullying accounted for 3% of responses. These included being excluded from taking part, cyber bullying, stealing and damaging school materials and equipment, and parent led bullying. The Anti-bullying Alliance survey was looking at bullying in school, but a number of the families reported that the bullying

also occurred out of school, especially if the other children and youth lived near by . Parents also reported cyber bullying when they were at home. Most of the bulling reported was done by children and youth to children and youth. However a small number of families, reported bullying by other parents, or by teachers. Nearly all the respondents (85%) in this study believed that the bullying was because their child or youth had disabilities or special education needs. The Anti-Bullying Alliance also did a study on the many different ways, channels and times that parents became aware of the bullying. For just over half (51%) of respondents, parents were told directly about the bullying by their child. Other methods included the parent witnessing it happening (9%), a school staff member told them (9%), the parent seeing effects or consequences of the bullying (7%), another student told them (7%), a sibling told them (6%), another parent told them (6%), a teacher told them (4%). Bullying can have serious consequences and the affects on children and youth with disabilities who are bullied are many. The Anti-Bullying Alliance also discovered that this population experiences depression, loneliness, become anxious; have low selfesteem; experience stomach aches, headaches, fatigue, and poor appetites. They also become absent from school a lot, dislike school and think about or commit suicide. Bullying of children and youth with disabilities may cross the line and when that happens, it becomes disability harassment. Under Section 504 of the Rehabilitation Act of 1973 and Title II of the American with Disability Act of 1990, disability harassment is illegal. According to the U.S. Department of Education, disability

harassment is intimidation or abusive behavior toward a student based on disability that creates a hostile environment by interfering with or denying a students participation in or receipt of benefits, services, or opportunities in the institutions program (U.S. Department of Education, 200). This behavior can take many forms and when a school finds out that harassment may have occurred; staff must investigate the incident(s) promptly and respond appropriately. Disability harassment can occur in any location that is connected with school: In classrooms, in the cafeteria, in hallways, on the play ground or athletic fields, or on a school bus. It can also occur during school-sponsored events (Education Law Center, 2002). I began to question what are the concerns and feelings that parents have about the handling of bullying in the Rochester City School District schools that their children and youth with disabilities attend. So, I interviewed five families that have a child or youth with disabilities who have been bullied. The families agreed to share, only if I agreed to not list their names. The students of these families are in elementary (3) and middle schools.(2). Parents shared that they want the schools to: Listen to the person reporting the bullying, listen to the parents, listen to both sides, good communication is needed; Take action, have active support techniques; All staff and teachers to have training in disability awareness, have a positive school wide ethics towards disability; actively discourage bullying; Effective and well-publicized policies on dealing with bullying, Help for the parents and siblings; and to educate the wider community. These parents strongly feel that the school environments would improve and the reduction of bullying would occur if these suggestions were implemented. The families were asked if they would be willing to share the list with their childs school and all of them felt that there

needs to be much more parent and community support and involvement for each of the schools they represent before these suggestions should be presented. I began to ask myself what laws, regulations, strategies, prevention and supports are in place for this population of students regarding bullying in the Rochester City School District. I did some research but couldnt find any specific information that focused on bullying of children and youth with disabilities. What I did discover is that there are new Regulations and laws that are aimed at curbing school bullying in all school districts in New York State. By July 1, 2012, districts throughout the state will be required to comply with the provisions of The Dignity for All Students Act. Signed into law on September 8, 2010, by Governor David Paterson, the Dignity Act prohibits harassment of students on school property or at school functions. it also established additional protected classes and designates many forms of bullying as unlawful discrimination. Prohibited is the harassment of students with respect to their actual or perceived race, color, weight, national origin, ethnic group, religion, disability, religious practice, sexual orientation, gender or sex. the Dignity Act defines harassment as the creation of a hostile environment by conduct or by verbal threats, intimidation or abuse that has or would have the effect of unreasonably and substantially interfering with a students educational performance, opportunities or benefits, or mental, emotional or physical well-being. Harassment also means conduct, verbal threats, intimidation or abuse that reasonably causes or would reasonably be expected to cause a student to fear for his or her physical safety. (NYSED.Gov, 2011) The Dignity Act has five basic requirements, which districts must follow: 1-Districts

must educate both staff and students on the Dignity Acts requirements; 2-Requires instruction in civility, citizenship and character education; 3-Adopt a code of conduct that the new provisions of the Dignity Act; 4-The board of education must enact policies and guidelines to create a school environment free from discrimination or harassments; and 5-the Dignity Act has certain reporting requirements. Schools will have to report incidents of discrimination or harassment and the specific nature of such incidents. The Dignity for All Students act arose out of a legislative concern to prevent harassment, discrimination and bullying in the schools (NYSED.Gov, 2011). Based on the Dignity Act information, it appears that children and youth with disabilities in the Rochester City School District have laws, regs, strategies, prevention and supports in place as it relates to bullying; this will take affect on July 1, 2012 and will be implemented for the 2012-2013 school year. I do see a challenge for NYS School Districts in implementing these expectations of the Dignity Act on a system wide basis to both students and staff. Teaching tolerance of differences, especially for those whose differences limits their ability to respond needs to take center stage in the schools, but also in homes and the community. To many students with disabilities are being bullied and this bullying has gone on long enough and has reached dangerous and deadly levels. Violence against anyone is not ok and all of us must take action to disable bullying. Bullying is criminal, cruel and cowardly and it unfortunately occurs every day. Witnesses of bullying; children, youth and adults just shake their heads in disbelief, and dont report what they have witnesses, which is just as bad. What is being done to instill compassion

and caring into the future generations? when individuals, schools, and communities ban together, there is power and its time to take back the schools, neighborhoods and put bullies on alert that all eyes are on them. We must continue to raise awareness for children and youth with disabilities, because doing nothing is not an option. I have included a copy of the NYS Disability for All Students Act Education Law, a Fact Sheet and Brochure. On September 22, 2012, I will be doing a Community Dialogue on Bullying.