An in-depth study to consider the extent to which bullying effects the right of children with disabilities to an inclusive education

一项深入研究，探讨欺凌行为对残疾儿童接受包容性教育的权利的影响程度

• 批准号: 1949546
• 金额: --
• 依托单位: University of Leeds
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2017
• 资助国家: 英国
• 起止时间: 2017 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-1949546
• 关键词: depth; study; consider; extent; bullying

Bullying of children with disabilities is an issue which has been widely discussed for some time, both on a national and international level. However, this is often discussed from a sociological and/or psychological perspective, considering the reasons that children with disabilities are bullied and/or are perpetrators of bullying , what other pupils` perspectives of children with disabilities are and how this relates to bullying , the links between bullying and other social factors such as sibling aggression and school belonging for children with disabilities , as well as the impact and effects of bullying . There is also a wealth of literature around the use of inclusive education to promote and raise awareness of disability rights , however, there has as yet been surprisingly little research which analyses the linkages between inclusive education and the impact of bullying of children with disabilities.Whilst there is a lot of research regarding the reasons for and long-term impact of bullying on children, there is little to no research on the impact of bullying of children with disabilities on their right to inclusive education. Every aspect of school life affects an individual's educational experience, and bullying can strike at the heart of a child's schools experience. Under Article 24 of the Convention on the Rights of Persons of Disabilities, States have an obligation to ensure inclusive education is directed at '[t]he full development of human potential and sense of dignity and self-worth...'. However, bullying goes against a child's sense of dignity and self-worth and as such has the potential to seriously impact their experience of inclusive education. Additionally, it is questionable the extent to which children with disabilities are truly receiving an inclusive education if, through bullying, they are being excluded from a number of aspects of school life.The research I will undertake will aim to fill the gap in knowledge regarding how being bullied affects children with disabilities` right to inclusive education. I will undertake thorough desk based research into all relevant UK legislation, policies and guidance regarding bullying, inclusive education and children with disabilities to fully understand how the government influences school policies and practices. This will allow me to fully understand the legal context and obligations of schools regarding anti-bullying policies and inclusive education. I will then conduct research into studies and data regarding inclusive education and the extent to which there is a system of inclusive education being implemented for children with disabilities as well as considering any research and data regarding the extent to which schools are implementing anti-bullying policies generally and specifically for children with disabilities. An analysis of up to date data on bullying of children with disabilities will then be undertaken to inform the background to which my empirical research will be undertaken.My empirical research will then consider how bullying affects children in relation to their right to inclusive education. The questions will be aimed at teachers, parents of children with disabilities and children with disabilities, and will specifically target different aspects of the right to inclusive education in order to make an analysis of how bullying impacts different areas of a child's schooling and thereby draw conclusions as to the overall effect bullying may have on the right to inclusive education. The outcomes of the data may be used to inform a number of suggestions for ways in which bullying of children with disabilities can be targeted and prevented .

对残疾儿童的欺凌是一个在国家和国际层面上广泛讨论了一段时间的问题。然而，这通常是从社会学和/或心理学的角度来讨论的，考虑到残疾儿童被欺负和/或成为欺凌的肇事者的原因，其他学生对残疾儿童的看法以及这与欺凌的关系，欺凌与其他社会因素（如兄弟姐妹攻击和残疾儿童的学校归属）之间的联系，以及欺凌的影响和影响。关于利用全纳教育来促进和提高对残疾人权利的认识，也有大量的文献，然而，令人惊讶的是，迄今为止，分析全纳教育与残疾儿童欺凌影响之间联系的研究很少。虽然关于欺凌对儿童的原因和长期影响的研究很多，但关于残疾儿童遭受欺凌对其接受全纳教育权利的影响的研究很少或根本没有。学校生活的方方面面都会影响一个人的教育经历，而欺凌行为可能会触及孩子学校经历的核心。根据《残疾人权利公约》第24条，各国有义务确保包容性教育的目的是“充分发展人的潜力、尊严感和自我价值感……”。然而，欺凌行为违背了儿童的尊严感和自我价值感，因此有可能严重影响他们接受全纳教育的经历。此外，如果由于恃强凌弱，残疾儿童被排除在学校生活的一些方面之外，那么他们真正接受包容性教育的程度是值得怀疑的。我将进行的研究旨在填补关于被欺负如何影响残疾儿童接受全纳教育权利的知识空白。我将对英国有关欺凌、全纳教育和残疾儿童的所有相关立法、政策和指导进行彻底的案头研究，以充分了解政府如何影响学校的政策和做法。这将使我充分了解学校在反欺凌政策和全纳教育方面的法律背景和义务。然后，我将研究有关全纳教育的研究和数据，以及为残疾儿童实施全纳教育系统的程度，并考虑有关学校普遍和专门为残疾儿童实施反欺凌政策的程度的任何研究和数据。然后，将对有关残疾儿童遭受欺凌的最新数据进行分析，以便为我进行实证研究的背景提供信息。然后，我的实证研究将考虑欺凌如何影响儿童接受包容性教育的权利。这些问题将针对教师、残疾儿童的父母和残疾儿童，并将具体针对全纳教育权的不同方面，以便分析欺凌如何影响儿童上学的不同领域，从而得出欺凌可能对全纳教育权产生的总体影响的结论。这些数据的结果可用于提出若干建议，以便针对和预防对残疾儿童的欺凌行为。