1. 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

2. 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

3. 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)

4. What is Social Integration?

5. 3 dimensions of Inclusion
Physical Integration
Social Integration
Instructional Integration

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

7. Physical Integration ≠ Social Integration

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

9. Let’s look at this structured social activity…

10. So what does this have to do with Bullying?

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

12. Top Facts You Need to Know

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

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

15. 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)

16. 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…

17. Fact #2 The adult response is important

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

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

20. 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

21. 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

22. What about using…

23. 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.

24. What about….

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

29. 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?

30. Fact #4 Self-advocacy is vital!

31. Self Advocacy Strategy

32. 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)

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. Fact #5 Peer advocacy is essential…

40. Peer Advocacy

41. Let’s Review…

42. 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

43. Questions?
Thank you!
Belinda Mitchell