Cyber bullying among Students with Serious Emotional and Specific Learning Disabilities
Charletta Barringer-Brown

Objective: This replicative exploratory study sought to investigate the impact of cyber bullying among the seriously emotional disabled (SED) and specifically learning disabled (SLD) youth ages 12-19 grades 7-12, in comparison with their non-disabled student peers. The study focused on thirty SED and SLD students and 22 students without disabilities. Methods: Students (n= 30) with SED and SLD who were between 12–19 years of age completed a questionnaire containing questions related to bullying and victimization via the internet and cell phones. Other questions concerned socio-demographic characteristics (IQ, age, gender, diagnosis), self-esteem and depressive feelings. Results: The replicated study found that between four and 9% of SED and SLD students reported bullying or victimization of bullying at least once a week. Significant associations were found between cyber bullying and IQ, frequency of computer usage and self-esteem and depressive feelings. Additionally, the replicated study also found no associations between cyber bullying and age and gender. Conclusions: There is a limited research on the extent to which cyber bullying among students with SED and the SLD in special education and mainstream settings. Strategies are needed to reduce it and to establish coping mechanisms for the victims. They should also create awareness of the issue to avoid future cases of cyber bullying among this particular age group.

Full Text: PDF     DOI: 10.15640/jehd.v4n2_1a4