BULLYING OF CHILDREN WITH DISABILITIES IN INCLUSIVE SCHOOL PRACTICE

Background. Due to the spread of inclusive practices, schools have encountered such a destructive phenomenon as bullying of children with developmental disabilities. The initiators of bullying are their healthy peers. The authors present the results of the study reflecting the nature of aggressive influences and reactions to them from schoolchildren with disabilities. Purpose. Study of the involvement of schoolchildren with developmental disabilities, integrated into a mainstream school, in bullying as victims. Materials and methods. The study was conducted with the participation of 72 schoolchildren with disabilities with various developmental disorders. The main method was an oral survey of students. It was conducted using 4 groups of questions. Results. Modern comprehensive schools that do not have an inclusive culture are not ready to implement inclusive processes. This is confirmed by the facts of bullying of children with health problems, which is provoked and developed by their peers with normal psychophysical development. A schoolchild with disabilities experiences negative influences more often of a verbal and less often of a physical nature. These influences from healthy children are undertaken to exclude a peer with special needs from their group. Aggressive verbal reactions reflect vocabulary indicating the student's illnesses and those external manifestations that are caused by the illness. Despite the status of a victim, most students with disabilities continue their education in the same inclusive class. The role of a victim is more often played by those students who have low self-esteem and exhibit victim behavior. About half of the teenagers with disabilities from among those surveyed do not experience aggressive influences from healthy peers. EDN: BCHKEC