Belinda B. Mitchell, PhD Shepherd University BULLYING AND THE SPECIAL LEARNER: USING COMMUNITY BUILDING STRATEGIES AND SELF ADVOCACY STRATEGIES TO EMPOWER THE SPECIAL LEARNER Belinda B. Mitchell, PhD Shepherd University

Share strategies and tips along the way Questions/Discussion Goals for today… Define Share 5 Facts Share strategies and tips along the way Questions/Discussion

Definitions Bullying Special Learner Students who: have a disability, have an IEP have a 504 plan have ADHD are culturally, linguistically diverse are At-Risk A negative and often aggressive or manipulative act or series of acts by one or more people, against another person or group of people usually over a period of time. It is abusive and is based on an imbalance of power (Sullivan, Cleary, & Sullivan 2004)

What is Social Integration?

3 dimensions of Inclusion Physical Integration Social Integration Instructional Integration

Social Integration Nurturing relationships between students with disabilities and their classmates and peers as well as adults

Physical Integration ≠ Social Integration

Social Integration = Structured Contact Examples: Cooperative groupings Cooperatively structured activities Role-playing Peer tutoring Peer buddy activities

Let’s look at this structured social activity… http://www.youtube.com/watch?v=7uqECppIbAs&feature=relmfu

So what does this have to do with Bullying?

Social Integration is key… Structured Social Activities, Community Building, and Advocacy are vital..

Top Facts You Need to Know

Fact #1: Students with disabilities are much more likely to be bullied than their non disabled peers

Survey of Bullying & Victimization Rates Students without Disabilities Bully 10.2% Victim 12% Students with Disabilities (Inclusion) Bully 15.6% Victim 18.5% Students with Disabilities (Self Contained) Bully 20.9% Victim 21.7% *Self/Peer Reporting Rose et al. 2011

Some more stats… Study of Students with Disabilities show that they are 63% more likely to be bullied than non disabled peers One study asked students who stuttered if that had experienced bullying and 83% responded with a “YES” “All studies” found that children with disabilities were at least two to three times more likely to be victims of bullying than their nondisabled peers (abilitypath.org)

Why are students with special needs a frequent target? They may have a low frustration tolerance Difficulties with social skills/social cues Difficulties with age appropriate motor skills Struggles with academics Use of assistive technology devices that others do not understand They look different, walk differently, talk differently…

Fact #2 The adult response is important

Two Responses…. Teacher https://www.youtube.com/watch?v=FO857j0qCQo Student Support https://www.youtube.com/watch?v=xdeuivQYnas

Be proactive… Know where to look for bullying Set up a way for students to confidentially report Set clear expectations…no bully policy

It takes a village… Keep records and discuss problems with colleagues Collaborate and partner with parents, family members and community members Ask your students for help, use peer volunteers

Think about and Share Let’s SHARE & One way you have been proactive or have seen others be proactive… One way you have collaborated or have seen others collaborate…. & Let’s SHARE

What about using…

Talking Together Six easy-to-follow lessons: Students are introduced to the concept of a learning community and taught how to share their ideas in a respectful way during class discussions. An emphasis is placed on everyone participating, not just a handful of students. Students learn the importance of body language and how to share ideas with partners. Respect is the topic—what it is, ways to show it, and ways not to show it. Students are taught about individual diversity and the importance of tolerance. & 6. Students learn ways to support one another, and they make a commitment to the kind of learning community they want their classroom to be.

What about….

Fact #3 The IEP can be a helpful tool in a bullying prevention plan

Let’s Help Will In groups of 2 or 3… Read Will’s story Task #1:Brainstorm ways that a “bullying prevention plan” can be written into his IEP Task #2: Discuss if you have ever used any bully prevention strategies with your students and were they successful, why or why not?

Fact #4 Self-advocacy is vital!

Self Advocacy Strategy

Have a pleasant tone of voice Activate your thinking Relax The ‘SHARE’ Behaviors Sit up straight Have a pleasant tone of voice Activate your thinking Tell yourself to pay attention Tell yourself to participate Tell yourself to compare ideas Relax Don't look uptight Tell yourself to stay calm Engage in eye communication Introduce the SHARE behaviors = starter strategy (MANUAL 26) show S’s = share ideas in a constructive manner Sit up straight (model and rationale) Have a pleasant tone of voice (model and rationale) Activate your thinking...tell yourself to: engage in the conversation think about what’s being said Relax (be confident in yourself) Eye contact (model and rationale) Cue card #1 = all CC’s in back of book (MANUAL 135)

Steps of the Self-Advocacy Strategy Step 1: Inventory your Strengths Areas to improve or learn Goals Choices for learning or accommodations Step 2: Provide your inventory information Step 3: Listen and respond Step 4: Ask questions Step 5: Name your goals Cue Card #2 = main strategy steps (I PLAN) University of Kansas Center for Research on Learning 2006 21

University of Kansas Center for Research on Learning 2006 I PLAN Step 1: Inventory your strengths areas to improve or learn goals choices for learning or accommodations When: Before the conference How: 1. Think about the inventory areas. 2. Complete a worksheet. 3. Make your Inventory. 1st step = Inventory yourself Takes place before the IEP meeting S’s = fill out sheet w/ their strengths / weaknesses goals and accommodations University of Kansas Center for Research on Learning 2006 22

University of Kansas Center for Research on Learning 2006 I PLAN Step 2: Provide your inventory information When: The discussion centers on your strengths areas to improve or learn goals choices for learning or accommodations How: 1. Use the "SHARE" Behaviors. 2. Use your Inventory. 3. Make complete statements. Step 2: Provide your inventory information (MANUAL 32) tell S’s this will happen during IEP meeting when people start talking about listed items remind S’s to use SHARE behaviors University of Kansas Center for Research on Learning 2006 26

University of Kansas Center for Research on Learning 2006 I PLAN Step 3: Listen and respond When: Listen when: someone is making a statement someone is asking a question Respond when: someone asks you a question you have information to add How: 1. Be an active listener. 2. Use the "SHARE" Behaviors. 3. Use your Inventory. 4. Use positive statements. 5. Negotiate agreement. Step 3: Listen and respond during the meeting DO’s = head nods, SHARE behaviors DONT’s = interruptions, negative statements goal = reach an agreement by keeping an open mind University of Kansas Center for Research on Learning 2006 27

University of Kansas Center for Research on Learning 2006 I PLAN Step 4: Ask questions When: You need information. You don't understand what people are saying. How: 1. Use the "SHARE" Behaviors. 2. Use "Who," What," "When," "Where," "Why," "Which," or "How" to begin questions. 3. Ask complete questions. 4. Ask one question at a time. Step 4: Ask questions (MANUAL 38) to clarify information use W / H questions avoid saying only “what” or “huh” University of Kansas Center for Research on Learning 2006 29

University of Kansas Center for Research on Learning 2006 I PLAN Step 5: Name your goals When: Near the end of the conference. How: 1. Use the "SHARE" Behaviors. 2. For each goal tell: What you want to do. When you want to complete it. Name your goals relates to outcome chart 13% vs. 86% (specified goals at their IEP meeting) tell S’s = happens toward the end of the meeting name a behavior name a deadline University of Kansas Center for Research on Learning 2006 31

Fact #5 Peer advocacy is essential…

Peer Advocacy http://www.pacerteensagainstbullying.org/#/act/peer-advocacy http://www.pacer.org/bullying/resources/students-with-disabilities/peer-advocacy.asp

Let’s Review…

1. Physical Integration does not equal Social Integration 2 1. Physical Integration does not equal Social Integration 2. Adult Response is important… 3. Use the IEP… 4. Advocacy is Essential

Questions? Thank you! Belinda Mitchell bmitchel@shepherd.edu