Citation

Luciano S, Savage RS. Can. J. Sch. Psychol. 2007; 22(1): 14-31.

Copyright

(Copyright © 2007, SAGE Publishing)

DOI

10.1177/0829573507301039

PMID

unavailable

Abstract

This study investigated whether students with learning difficulties (LDs) attending inclusive schools that eschewed segregated "pull out" programs reported more incidents of being bullied than their peers without LDs. Cognitive and self-perception factors associated with reports of peer victimization were also explored. Participants were 13 Grade 5 students with LDs and 14 classmates without LDs, matched on gender.

RESULTS showed that students with LDs self-reported significantly more incidents of being bullied than students without LDs. After statistical controls for group differences in receptive vocabulary, differences in bullying were no longer significant.

RESULTS suggest first that children with LDs in inclusive schools that eschew pull-out programs may still experience significant bullying. Second, the link between LDs, peer rejection, and victimization may reflect the social impact of language difficulties. Implications for reducing peer victimization in inclusive settings are discussed.

Language: en