Traditonal and cyber bullying among the students with special education needs


Thesis Type: Postgraduate

Institution Of The Thesis: Middle East Technical University, Faculty of Education, Department of Educational Sciences, Turkey

Approval Date: 2016

Thesis Language: English

Student: Halil Aslan

Supervisor: ÖZGÜR ERDUR BAKER

Abstract:

The purpose of the study is to examine traditional and cyber bullying among the students with special education needs attending special education schools. Additionally, predictive role of bullying and victimization experience on psycho social adjustment level of students with special education needs were assessed. Sample of the present study consists of 295 students with special education needs (177 gifted, 118 deaf) attending segregated special education schools. Revised Olweus Bully/Victim Questionnaire (Olweus, 1996), Revised Cyber Bullying Inventory-II (Topcu, 2014), Strengths and Difficulties Questionnaire (Goodman, 1997) and demographic data sheet were employed to collect data. Results of the study indicated that of the total 295 students with special education needs, 28.1% of the students with special education needs were bullies and 39.3% were victims of the traditional bullying. Furthermore, 13.5% of the students with special education needs were identified as cyber bullies and 23.3% of them were found as cyber victims. When gender and grade level were examined in regard to traditional and cyber bullying, significant gender differences were found. Male students with special education needs obtained higher scores for both bullying and victimization than female with special education needs. However, no meaningful grade level differences were found. Hierarchical regression analyses indicated that traditional bullying, traditional and cyber victimization significantly predicted psycho-social adjustment level of the students with special education students. Results of study were discussed in term of literature.