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Bullying of Students with Disabilities

Bullying of Students with Disabilities. Office of Special Programs Webinar November 2013 . Office of Special Education and Rehabilitative Services ( OSERS ). …an overview of the school district’s responsibilities under IDEA to address bullying of students with disabilities.

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Bullying of Students with Disabilities

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  1. Bullying of Students with Disabilities Office of Special ProgramsWebinar November 2013

  2. Office of Special Education and Rehabilitative Services (OSERS) …an overview of the school district’s responsibilities under IDEA to address bullying of students with disabilities.

  3. Bullying of Students with Disabilities Bullying of a student with a disability that results in the student not receiving meaningful educational benefit constitutes a denial of a free and appropriate public education (FAPE) under IDEA that must be remedied.

  4. Bullying of Students with Disabilities • Teachers and adults should respond quickly and consistently to bullying behavior and send a message that bullying is not acceptable. • Intervening immediately to stop bullying on the spot can help ensure a safer school environment.

  5. Bullying of Students with Disabilities Bullying is characterized by aggression used within a relationship- • where the aggressor(s) has more real or perceived power than the target; and • the aggression is repeated, or has the potential to be repeated over time.

  6. Bullying of Students with Disabilities Cyberbullying, or bullying through electronic technology, can include offensive text messages or e-mails, rumors or embarrassing photos on social networking sites or fake profiles.

  7. Bullying of Students with Disabilities Students who are targets of bullying behavior are more likely to experience… • lower academic achievement and aspirations; • higher truancy rates; • feelings of alienation from school; • poor relationships with peers; and • loneliness or depression.

  8. Bullying of Students with Disabilities • Students with learning disabilities, attention deficit/hyperactivity disorder or autism are more likely to be bullied that their peers. • Due to the characteristics of their disabilities, students with intellectual, communication, processing or emotional disabilities may not understand the extent to which bullying behaviors are harmful, or may be unable to explain the situation to an adult.

  9. Bullying of Students with Disabilities Whether or not the bullying is related to the student’s disability, any bullying of a student with a disability that results in the student not receiving meaningful educational benefit constitutes a denial of FAPE under IDEA that must be remedied.

  10. Bullying of Students with Disabilities If a denial of FAPE occurs… convene the IEP Team to determine whether, as a result of the effects of the bullying, the student’s needs have changed.

  11. Bullying of Students with Disabilities If the student who engaged in the bullying behavior is a student with a disability, the IEP Team should review the student’s IEP to determine if additional supports and services are needed to address the inappropriate behavior.

  12. Effective Evidence-based Practices for Preventing and Addressing Bullying Efforts to prevent and address bullying behavior should be embedded within a comprehensive, multitiered behavioral framework used to: • establish a positive school environment; • set high academic and behavioral expectations for all students; and • guide delivery of evidence-based instruction and interventions which address the needs of all students.

  13. Effective Evidence-based Practices for Preventing and Addressing Bullying Data-based decision making used to: • identify needs; • analyze problem situations; • outline clear evidence-based practices to be used in the delivery of instruction and interventions; and • monitor progress toward clear, positive academic and behavioral outcomes.

  14. Effective Evidence-based Practices for Preventing and Addressing Bullying • Teach appropriate behaviors and how to respond. • Provide active adult supervision. • Train and provide ongoing support for staff and students. • Develop and implement clear policies to address bullying.

  15. Effective Evidence-based Practices for Preventing and Addressing Bullying • Monitor and track bullying behavior • Notify parents when bullying occurs • Address ongoing areas of concern • Sustain bullying prevention efforts over time

  16. Effective Evidence-based Practices for Preventing and Addressing Bullying Resources on Preventing & Addressing Bullying: • Stopbullying.gov • PACER.org/bullying/ • PBIS.org • NICHY.org • FindYouthInfo.gov • Safesupportiveschools.ed.gov

  17. Effective Evidence-based Practices for Preventing and Addressing Bullying WVDE Office of Special Programs 304.558.2696 Lorraine Elswick, Coordinator lciambot@access.k12.wv.us Kathy Hudnall, Coordinator khhudnal@access.k12.wv.us

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