Influence of gait analysis on decision-marketing for lower extremity surgery

Factors associated with bullying of students with special needs

K BORRUP MPA ID A, B DRAHEIM APRN B

  1. 1. Injury Prevention Center, Connecticut;
  2. 2. Special Kids’ Support Center at Connecticut Children’s Medical Center, Hartford, CT, USA

Objectives: Bullying is pervasive and can have a negative impact on a child’s emotional and physical health. We investigated bullying in schools experienced by children with special njeeds to discern its prevalence based on the functional nature of a special need, mobility, and/or cognitive need.

Design: Convenience sample survey of self-reported school experiences.

Setting: Special Kids Support Center, and four special needs clinics.

Participants: Two hundred and seventy-one participants of 1530 eligible school-aged special needs children. One hundred and fifty-nine child/parent dyads were recruited using a mailed survey to 1199 patients receiving services; and 112 child/parent dyads were recruited through a convenience sample of 331 patients visiting four special needs clinics.

Method: There was no significant difference by age of child, or mobility/cognitive needs, between the completed mail and clinic surveys for the 271 participants. Survey data included: age,sex, special help required, diagnosis,and specific bullying behaviors. Data were analyzed using X 2 analyses.

Results: Children requiring special equipment for mobility were least likely to be teased, with 17% reporting being teased at least sometimes. Of children requiring no mobility assistance, 36% reported being teased at least sometimes. Of children with no mobility needs but with trouble learning, teasing and exclusion from play were reported at more than double the rate of children with no problems with learning (Table B:2).

Conclusions: Children with special needs who require the use of equipment for mobility (i.e. wheelchair, braces, crutches) are less likely to be teased than other children with special needs who do not use such equipment. This study demonstrates that there are important differences in school-based bullying experiences for children based on the functional nature of their special need. Additional research should be  undertaken using a larger study design to look at condition-specific effects.

 
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