Bullying at Students with Special Needs in Inclusive Schools: Implication For Role of Special Teachers

he article examines about students with special
needs who are in inclusive schools that experience bullying by
peers who without special needs. The purpose of this study was to
describe the forms and patterns of bullying in students with
special needs. Cognitive and self-perceptions factors associated
with reports of peer victimization were also explored.
Participants were 110 students including 56 student primary
schools, 34 student junior schools and 20 student senior schools in
inclusive schools. The results showed that bullying was carried
out in the form of physical aggressiveness, shameful and racist
behavior towards students with special needs and social isolation
from peers, and attacks in the form of destruction of personal
belongings. Bullying is more common in male students with
special needs than women. Students with special needs selfreported

significantly more incidents of being bullied than
students without special needs. They experienced very significant
intimidation. Socialization efforts are needed by special teachers
specifically about rights and accessibility in education so that
bullying in students with special needs does not occur again in
inclusive schools