A cross-border Irish study of student teachers' knowledge, experience, and confidence in dealing with disablist bullying.
File Type:Microsoft Word
Item Type:Journal Article
Citation:Purdy, N., & Mc Guckin, C., A cross-border Irish study of student teachers knowledge, experience, and confidence in dealing with disablist bullying., Trinity Education Papers (Special issue: Examining theory and practice in inclusive education),, 2, 2, 2013, 26 - 51
Mc Guckin - Disablist Bullying.docx (Published (publisher's copy)) 56.10Kb
Research exploring bully/victim problems has become an issue of immense and growing international concern in recent years. While reports of bullying are not a new phenomenon (e.g., Hughes 1857), we are at a stage whereby we have a substantive cross-national knowledge regarding the nature, incidence, correlates, and management of traditional `face-to-face? (f2f: Mc Guckin, Cummins, & Lewis 2010a) bully/victim problems among school pupils (see Smith et al. 1999 for a review). We are also fortunate to have a robust knowledge base regarding successful intervention and prevention programmes in the area (for scholarly reviews see Farrington & Ttofi 2009; Smith, Pepler, & Rigby 2004). Relatively little attention is paid however to `disablist? bullying ? where those with a disability / Special Educational Need (SEN) are directly involved in bully/victim problems.
Author: MCGUCKIN, CONOR
Type of material:Journal Article
Series/Report no:Trinity Education Papers (Special issue: Examining theory and practice in inclusive education),
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