Journal
JOURNAL OF DISABILITY POLICY STUDIES
Volume 26, Issue 4, Pages 199-208Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/1044207314539012
Keywords
victimization; bullying; disability; special education
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Longitudinal data from the Special Education Elementary Longitudinal Study (SEELS) national data set were used to examine risk of bully victimization in a sample of 4,155 students in special education. Results indicated that prior history of victimization was the greatest predictor of victimization risk across time, followed by the display of elevated internalizing and externalizing behaviors. Children with attention deficit hyperactivity disorder (ADHD) experienced the greatest risk of victimization compared with all other children with disabilities, followed by children with emotional disturbance (ED). Overall, the results suggest that all children with disabilities are highly vulnerable to bully victimization. Implications for educational policy and future research are discussed.
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