Diferences in bullying experiences between students with mild intellectual disabilities and typical developing students

Cilj istraživanja ovog diplomskog rada je ispitati razlike u iskustvima žrtve i počinitelja vršnjačkog nasilja između učenika s lakim stupnjem intelektualnih teškoća (LIT) i učenika tipičnog razvoja. U istraživanju je sudjelovalo 219 ispitanika (119 učenika s LIT i 100 učenika tipičnog razvoja). Učenici s LIT su bili polaznici 7. i 8. razreda osnovne škole i polaznici srednjoškolskog obrazovanja te s njima po spolu i mentalnoj dobi izjednačeni učenici tipičnog razvoja 5. i 6. razreda osnovne škole. Ispitanici su popunjavali prilagođen upitnik UŠN-2014 koji obuhvaća pitanja o verbalnom, fizičkom, socijalno-emocionalnom, seksualnom i nasilju putem Interneta. Rezultati istraživanja pokazuju da iako razlike između učenika s lakim stupnjem intelektualnih teškoća i učenika tipičnog razvoja postoje, one se nisu pokazale statistički značajne. Prikazane su razlike u rezultatima između dvije skupine ispitanika vezana uz učestalost viktimizacije i vršenja vršnjačkog nasilja, mjesto događanja nasilja, strategije suočavanja s nasiljem, te osobe koje im pomažu i s kojima razgovaraju o vršnjačkom nasilju. Informacije dobivene istraživanjem mogu pomoći u kreiranju preventivnih i intervencijskih programa ciljanih na ovu skupinu učenika.The aim of the research presented in this paper is to examine the differences in experience of victimization and perpetration of bullying between students with mild intellectual disabilities (ID) and typically developing students (TD). The sample included 219 students (199 students with mild intellectual disabilities and 100 typically developing students). Students with mild ID attended 7th and 8th grade of elementary school and some attended high school, while typically developing students attended 5th and 6th grade of elementary school. The participants were self-assessed by using UŠN-2014 (school peer bullying questionnaire) that includes verbal, physical, sexual, social-emotional bullying and cyberbullying. Results show that although the differences in peer bullying experiences between students with mild ID and TD students exist, they are not statistically significant. The study shows differences in results among students with mild ID and TD students in frequency of bullying and victimization, coping strategies and person with whom they talk to and which provides them help in these situations. The findings of this research can be a helpful asset in creating preventive and interventional programmes focused on students with ID