Lived experiences of students with disabilities related to bullying in inclusive universities
Loading...
Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
UMT Lahore
Abstract
Bullying has been known as an extensive, persistent and serious problem of the schools across the globe. Despite the research studies on bullying in recent years, most of the research directly focused on its multiple slants and characteristics among general/normal students, while few of the research known about the bullying in inclusive schools and its dimensions in the population of students with disabilities receiving support provision. Studies have clearly shown that schooling has generally been formulated and works around the notions of normalization and homogeneity and disabled students in inclusive setups often generate discriminating responses that contribute to exclusionary educational experiences for the students with disabilities. In light of the above, the present study aims at exploring the lived experiences of the students with disabilities related to bullying and victimization getting an education in inclusive schools with non-disabled peers. The sample of the study consisted of 20 information-rich participants attending 5th to 8th school grades and is being catered in inclusive schools with non-disabled students. Semi-structured interviews were conducted as research methods for data collection. Interview questions centered on their experiences of inclusive schools, relationships with normal peers and learning in an inclusive school environment. The study set in the context of bullying-related lived experiences of students with disabilities faced during studying in inclusive schools with normal peers and the effects of bullying on their educational, social, and personal lifestyles, role of the teachers as promoters (being least bother to bullying in their classes) or in making the bully-proof schools environments for both normal students and students with disabilities. Almost all the participants of this study expressed a negative experience of bullying being students with disabilities studying in inclusive schools with normal peers in normal classrooms by the general universities students. This study shows that there are many areas that can be discussed and addresses regarding bullying in inclusive universities that were uncovered in previous studies. Future researchers should work on correction programs for bullying and intervention plans that are necessary to overcome bullying in inclusive universities.