Experience of bullying of students with mild intellectual disability

Problem vršnjačkog nasilja sve je prisutniji u školi. Poznato je da učenici s intelektualnim teškoćama zaostaju u razvoju socijalne kompetencije, da imaju teškoće u socijalnim interakcijama te bi mogli biti lake mete vršnjačkog nasilja. Istovremeno, deficiti socijalne kompetencije, učenike s lakim intelektualnim teškoćama čine sklonijima negativnoj interpretaciji tuđih namjera i ponašanja, zbog čega često, osim žrtve, postaju i zlostavljači. Cilj ovog rada je dobiti uvid u iskustvo vršnjačkog nasilja kod učenika s lakim intelektualnim teškoćama prema njihovoj samoprocjeni te procjeni njihovih učitelja. Sudionici istraživanja su učenici s lakim intelektualnim teškoćama (N=61) oba spola, dobi od 12-18 godina, a školuju se po posebnom programu. Svaki učenik je individualno intervjuiran adaptacijom Upitnika o školskom nasilju (UŠN, Buljan-Flander, Karlović, Štimac,2003). Učitelji su dali svoju procjenu za svakog učenika putem Upitnika o školskom nasilju. Zbog boljeg uvida u samu problematiku vršnjačkog nasilja provedeni su intervjui s učiteljima i stručnim suradnicima. U kvantitativnom dijelu istraživanja, utvrđeno je kako učitelji i učenici podjednako procjenjuju nasilno vršnjačko ponašanje, ali se njihove procjene razlikuju kada se radi o procjeni žrtve vršnjačkog nasilja. U ovom istraživanju utvrđeno je da nema razlika između djevojčica i dječaka u iskustvu vršnjačkog nasilja. Kvalitativna analiza istraživanja o mišljenu učitelja i stručnih suradnika o vršnjačkom nasilju pokazala je kako učitelji i stručni suradnici, bez obzira u kojim uvjetima školovanja rade, imaju slične, pa čak i iste načine reagiranja, na: vršnjačko nasilje, prevenciju, potrebu za podrškom i slična iskustva po pitanju suradnje s roditeljima. Prema njihovom mišljenju najvažniju uloga u cijelom tom procesu imaju roditelji, timski rad kolektiva škole, dodatne edukacije za njih, osvještavanje o problematici vršnjačkog nasilja i rad s učenicima kako bi se utjecalo na nasilničko ponašanje.The problem of peer bullying is more and more present in the school enviroment. It is well known that students with intellectual disabilities lagg behind in developing social competences, have difficulties in social interactions, and may be at the risk of becoming the targets of peer aggression. At the same time, due to the deficits in social competence, students with mild intellectual disabilities are more inclined to negatively interpret other's intentions and behaviors, and they often, besides becoming a victibecome bullies as well. The aim of this paper is to gain insight into the experience of peer violence in students with mild intellectual disabilities according to their self-assessments and assessments of their teachers. Research participants are students with mild intellectual disabilities (N = 61) of both sexes, aged 12-18, studying in a special education programmes. Each student was individually interviewed by using modified Questionnaire on School Violence (UŠN, Buljan-Flander, Karlović, Štimac, 2003). The teachers gave their assessments for each student through the Questionnaire on School Violence. To gain a better insight into the issue of peer violence, interviews were conducted with the teachers and members of the expert team in schools. In the quantitative part of the research, it was found that teachers and students equally assess violent peer behavior, but their assessment differs when it comes to assessing victims of peer violence. In this research it was found that there is no difference between girls and boys in the experience of peer violence. A qualitative analysis of the teachers and members of the expert team in schools opinions on peer violence has shown that teachers and members of expert team, regardless of the educational conditions/programmes in which they work, have similar or even the same ways of responding to peer violence, prevention and support needs, as well as similar experiences regarding cooperation with parents. In their opinion, cooperation with the parents, team work of the school collective, additional educations, increased awareness of peer violence and direct work with students have the most important role in the process of influencing violent behaviors