我国台湾地区融合教育环境下残疾学生校园受凌情况
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摘要
目的:分析我国台湾地区融合教育环境下残疾学生的校园受凌情况,作为大陆特殊教育的借鉴。方法:利用我国台湾地区特殊教育长期追踪资料库(SNELS)释出的资料,共324名青少年残疾学生为被试,进行纵向资料的多水平模型分析。结果:(1)被试从初一至高一的成长历程中,遭受校园欺凌的严重程度呈现先提高后下降的曲线;(2)随著同伴侵害事件的持续,被试对于学校环境的知觉更趋负面、身心健康状态显著恶化、课堂的学习表现也愈加不良;(3)性别与入学时的社会能力并未对校园受凌情况的变化产生明显影响。结论:必须注意残疾学生刚入学时的人际关系,并且通过改善残疾学生对于学校环境的知觉、砥砺其身心健康状态与提高课堂积极性方面著手,严肃处理残疾学生的校园受凌问题。
Objective: The problem of peer victimization among adolescents with disabilities is needed to be investigated. Methods: This study used hierarchical linear model to analyze the panel data released from "Special Needs Education Longitudinal Study"(SNELS) in Taiwan. 324 participants with different kinds of disabilities were included in this study. The measuring time points were 7 grades, 9 grades and 10 grades. Results: ①The trend of peer victimization was shown as the figure "inversed V" indicating this problem was worsened from 7 grades to 9 grades but released from 9 grades to 10 grades;(2)More negative perception toward schools, worse mental and physical health, and lower academic achievement in the classroom as these victims were continuing bullied by peers;③Gender and social ability when first entering schools were not significantly related to the peer victimization. Conclusion: As the results, teachers should monitor peer relationship among disabled students when they enter school at the beginning time. Besides, the perception toward schools, physical and mental health, and performance in the class should be considered the way to prevent peer victimization.
Objective: The problem of peer victimization among adolescents with disabilities is needed to be investigated. Methods: This study used hierarchical linear model to analyze the panel data released from "Special Needs Education Longitudinal Study"(SNELS) in Taiwan. 324 participants with different kinds of disabilities were included in this study. The measuring time points were 7 grades, 9 grades and 10 grades. Results: ①The trend of peer victimization was shown as the figure "inversed V" indicating this problem was worsened from 7 grades to 9 grades but released from 9 grades to 10 grades;(2)More negative perception toward schools, worse mental and physical health, and lower academic achievement in the classroom as these victims were continuing bullied by peers;③Gender and social ability when first entering schools were not significantly related to the peer victimization. Conclusion: As the results, teachers should monitor peer relationship among disabled students when they enter school at the beginning time. Besides, the perception toward schools, physical and mental health, and performance in the class should be considered the way to prevent peer victimization.
引文
1 Humphrey JL,Storch EA,Geffken GR.Peer victimization in children with attention-deficit hyperactivity disorder.Journal of Child Health Care,2007,11(3):248-260
2 Baumeister AL,Storch EA,Geffken GR.Peer victimization in children with learning disabilities.Child and Adolescent Social Work Journal,2008,25(1):11-23
3 Flynt SW,Morton RC.Bullying and children with disabilities.Journal of Instructional Psychology,2004,31(4):330-333
4 Mishna F.Learning disabilities and bullying:Double jeopardy.Journal of Learning Disabilities,2003,36:336-347
5 Son E,Parish SL,Peterson NA.National prevalence of peer victimization among young children with disabilities in the united states.Children and Youth Services Review,2012,34(8):1540-1545
6 Andreou E,Didaskalou E,Vlachou A.Bully/victim problems among greek pupils with special educational needs:Associations with loneliness and self-efficacy for peer interactions.Journal of Research in Special Educational Needs,2015,15(4):235-246
7 Bourke S,Burgman I.Coping with bullying in australian schools:How children with disabilities experience support from friends,parents and teachers.Disability&Society,2010,25(3):359-371
8 Blake JJ,Lund EM,Zhou Q,et al.National prevalence rates of bully victimization among students with disabilities in the united states.School Psychology Quarterly,2012,27(4):210-222
9 Pivik J,McComas J,LaFlamme M.Barriers and facilitators to inclusive education.Exceptional Children,2002,69:97-107
10李丹,许家成,徐胜.融合教育中校园欺凌的干预策略.现代特殊教育,2016,15:60-61
11昝飞,刘春玲,陈建军.随班就读学生与正常学生心理行为问题比较.中国特殊教育,2002,3:29-32
12王天苗.特殊教育长期追踪资料库.我国台湾地区中央研究院人文社会科学研究中心调查研究专题中心学术调查研究资料,2014
13 Diamantopoulos A,Winklhofer HM.Index construction with formative indicators:An alternative to scale development.Journal of Marketing Research,2001,38(2):269-277
14 Diamantopoulos A,Riefler P,Roth KP.Advancing formative measurement models.Journal of Business Research,2008,61(12):1203-1218
15萧佳纯.Teps资料库中学业成就与相关影响因素之纵贯性研究.教育政策论坛,2011,11(3):119-154
16 Rose CA,Monda-Amaya LE,Espelage DL.Bullying perpetration and victimization in special education:A review of the literature.Remedial and Special Education,2011,32(2):114-130
17 Kokkinos CM,Antoniadou N.Bullying and victimization experiences in elementary school students nominated by their teachers for specific learning disabilities.School Psychology International,2013,34(6):674-90
18董会芹.同伴侵害与儿童问题行为:自尊的调节作用.中国临床心理学杂志,2015,13(2):281-284
19魏重政,刘文利.性少数学生心理健康与遭受校园欺凌之间关系研究.中国临床心理学杂志,2015,23(4):701-705
20 Saylor CF,Leach JB.Perceived bullying and social support in students accessing special inclusion programming.Journal of Developmental and Physical Disabilities,2009,21(1):69-80
21 Espelage DL,Rose CA,Polanin JR.Social-emotional learning program to reduce bullying,fighting,and victimization among middle school students with disabilities.Remedial and Special Education,2015,36(5):299-311
22李静芳,温福星.阶层线性模式于追踪研究之应用-以子宫切除妇女之术后初期症状困扰为例.护理杂志,2008,55(4):63-72
2 Baumeister AL,Storch EA,Geffken GR.Peer victimization in children with learning disabilities.Child and Adolescent Social Work Journal,2008,25(1):11-23
3 Flynt SW,Morton RC.Bullying and children with disabilities.Journal of Instructional Psychology,2004,31(4):330-333
4 Mishna F.Learning disabilities and bullying:Double jeopardy.Journal of Learning Disabilities,2003,36:336-347
5 Son E,Parish SL,Peterson NA.National prevalence of peer victimization among young children with disabilities in the united states.Children and Youth Services Review,2012,34(8):1540-1545
6 Andreou E,Didaskalou E,Vlachou A.Bully/victim problems among greek pupils with special educational needs:Associations with loneliness and self-efficacy for peer interactions.Journal of Research in Special Educational Needs,2015,15(4):235-246
7 Bourke S,Burgman I.Coping with bullying in australian schools:How children with disabilities experience support from friends,parents and teachers.Disability&Society,2010,25(3):359-371
8 Blake JJ,Lund EM,Zhou Q,et al.National prevalence rates of bully victimization among students with disabilities in the united states.School Psychology Quarterly,2012,27(4):210-222
9 Pivik J,McComas J,LaFlamme M.Barriers and facilitators to inclusive education.Exceptional Children,2002,69:97-107
10李丹,许家成,徐胜.融合教育中校园欺凌的干预策略.现代特殊教育,2016,15:60-61
11昝飞,刘春玲,陈建军.随班就读学生与正常学生心理行为问题比较.中国特殊教育,2002,3:29-32
12王天苗.特殊教育长期追踪资料库.我国台湾地区中央研究院人文社会科学研究中心调查研究专题中心学术调查研究资料,2014
13 Diamantopoulos A,Winklhofer HM.Index construction with formative indicators:An alternative to scale development.Journal of Marketing Research,2001,38(2):269-277
14 Diamantopoulos A,Riefler P,Roth KP.Advancing formative measurement models.Journal of Business Research,2008,61(12):1203-1218
15萧佳纯.Teps资料库中学业成就与相关影响因素之纵贯性研究.教育政策论坛,2011,11(3):119-154
16 Rose CA,Monda-Amaya LE,Espelage DL.Bullying perpetration and victimization in special education:A review of the literature.Remedial and Special Education,2011,32(2):114-130
17 Kokkinos CM,Antoniadou N.Bullying and victimization experiences in elementary school students nominated by their teachers for specific learning disabilities.School Psychology International,2013,34(6):674-90
18董会芹.同伴侵害与儿童问题行为:自尊的调节作用.中国临床心理学杂志,2015,13(2):281-284
19魏重政,刘文利.性少数学生心理健康与遭受校园欺凌之间关系研究.中国临床心理学杂志,2015,23(4):701-705
20 Saylor CF,Leach JB.Perceived bullying and social support in students accessing special inclusion programming.Journal of Developmental and Physical Disabilities,2009,21(1):69-80
21 Espelage DL,Rose CA,Polanin JR.Social-emotional learning program to reduce bullying,fighting,and victimization among middle school students with disabilities.Remedial and Special Education,2015,36(5):299-311
22李静芳,温福星.阶层线性模式于追踪研究之应用-以子宫切除妇女之术后初期症状困扰为例.护理杂志,2008,55(4):63-72