Disability
Issues
Students with disabilities, like their non-disabled peers, may be subject to bullying and harassment at school. These students may also be responsible for the bullying and harassment of other students. Each situation, irrespective of whether the student has a disability or not, should be treated seriously and addressed immediately. Ignoring bullying behaviour towards or by a student with a disability is unacceptable.
Educational resources or school programs designed to educate students about recognising bullying behaviour should ensure that they account for the varying language ability, social functioning level, behaviour and emotional maturity of individuals participating in the lessons. For the majority of students with disabilities, very minor adaptation to the planning and delivery of programs will ensure all students can particpate and benefit from anti-bullying events.
Some students with disabilities have difficulties with social and emotional development, and specific assistance in understanding 'what' bullying looks, sounds and feels like is critical to ensure that these students can independently manage social situations confidently and appropriately.
In relating to people with a disability, it is crucial to focus on the person from the outset and not on the disability. The words we use influence our attitudes, therefore our language should be accurate and respect individuals with a disability.
Communities speak
"I'm deaf and my friends have told me that some
of my peers follow me making fun of me and the way that I speak. To help these
other students understand what it's like to be deaf my school has
introduced a Disability
Awareness Program for all new students to the school where they experience
for themselves what it is like to have a disability. They are also learning
to sign so that
we can talk and laugh."
"I have recently had a temporary disability where I was required to use a wheelchair. I found others speaking to me more slowly or leaving me out of conversations. On one occasion at a social function I was provided with a plate of food without the person first checking as to what I might have wanted to eat. My learning from this short time in a wheelchair would suggest that there is a need to:
- identify whether the person requires your assistance before you provide it
- use a 'reality' check with the person before you assume you know what they are thinking
- assume the philosophy of treating people the way in which I would like to be treated."
Challenges
Inclusive practices are vital for reducing bullying and harassment. When teachers make appropriate adjustments, students are more likely to be respected and valued by their peer group.
Key aspects include:
- taking bullying of children with disabilities as seriously as other forms of prejudice-driven bullying
- identifying that attitudes to disability are an integral part of whole school planning to address bullying, harassment and violence
- ensuring that the ways in which we each relate with a person with a disability are accurate and reflect the individual with a disability
- using effective teaching and curriculum strategies and resources that explore 'difference' and the valuing of diversity within classrooms, schools and the community
- Ensuring reasonable modifications to the physical environment and the class program
Basic do's and don'ts:
Do:
- use age-appropriate language with correct terminology
- use multiple forms of presentation to reinforce messages (ie visual, auditory)
- include students with disabilities in anti-bullying lessons with other students
- talk openly with all students about disability and bullying
Don't:
- withdraw students with disabilities for separate lessons on bullying - teach in the whole class
- assume students with disabilities know what bullying is or how to respond positively
- tell students with disabilities to "toughen up" and learn to deal with bullying
- minimise complaints of bullying towards or by students with disabilities
Resources
- Anti-Discrimination and Anti-Harassment Policy Support
Materials: Challenging Disability Discrimination
Department of Education Tasmania
Designed as workshop materials for whole school community to address issues of beliefs, attitudes and discrimination. Provides background and history, definitions, quotes to stimulate discussion, sample student learning experiences and a list of resources.
- Better Communication postcards
Disability Services Queensland
Humorous series of postcards with practical tips to help people feel more comfortable about interacting with people with a diability. Free to download.
- A way with words
Disability Services Queensland
Guidelines for the portrayal of people with a disability. A useful resource for promoting inclusiveness and a fair and accurate portrayal of people with a disability.
- John and Julius' story
Disability Services Commission WA
A story about John and Julius and their successful transition into mainstream schooling.
Also see an online video about the inclusion of Julius from another website.
-
Youth Challenge: Teaching Human Rights & Responsibilities
What about Doug's Rights?
Human Rights and Equal Opportunity Commission (HREOC) website (1994)An online story and activities to assist teachers and students to look at disability discrimination in a high school, and develop ways to respond to the broader issues of competing human rights. 'What about Doug's rights?' shows a potential real-life situation of disability discrimination at school. A DVD is also available to enrich activities.
Copyright | Disclaimer | Privacy
© 2009.
For copyright information about this website, and circumstances
in which
reproductions of this website are permitted, please visit our
Copyright Notice.