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ERIC Number: EJ1074018
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: ERIC
Reference Count: 100
ISBN: N/A
ISSN: ISSN-0741-9325
Students with Disabilities and Involvement in Peer Victimization: Theory, Research, and Considerations for the Future
Farmer, Thomas; Wike, Traci L.; Alexander, Quentin R.; Rodkin, Philip C.; Mehtaji, Meera
Remedial and Special Education, v36 n5 p263-274 Sep-Oct 2015
The overarching goal of this special issue is to consider peer victimization involvement and corresponding interventions for youth with disabilities from a social dynamics perspective that situates risks for being a victim, perpetrator, or both within a person-in-context framework. The focus here is not on a specific age range or type of disability. Rather, the aim is to provide a broad overview of issues related to peer victimization involvement of children and adolescents with various disabilities and special education needs. This introduction begins with a discussion of aspects of a person-in-context perspective that provide insights into the social dynamics of the peer victimization process. This is followed by a brief review of the literature on risk factors for involvement in peer victimization for students with disabilities. Next, summarized approaches for promoting school contexts that support students' social success and reduce their risk for involvement in peer victimization are discussed. In the final section, a brief review of the articles in this special issue are presented and considered in light of the potential to establish a national program of research on disability and peer victimization.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A140434; R305A120812