The Bullying Disabled Students Face and the Constant Negative Impact
Bullying is an ever-growing problem, yet little national change is being instigated to fix the issue. The only national laws that exist have been in place for a long time and are now forgotten. Also, some aren’t harsh enough in order to truly reprimand bullies. Within this expanding and detrimental system, minorities are the ones usually targeted, especially children with disabilities. Not every family with a disabled child can afford to send their child off to a ‘special’ school. Children should never be separated or treated as such. Many studies have proven that inclusive school environments are more beneficial for special need children versus separated classes. When a child is bullied, there are detrimental effects. Research has shown that disabled bullied children have an increased chance of being distracted in class, higher dropout rates, loss of interest in achievement, and lower grades. School environments need to work harder to encourage students to abstain from such destructive acts of discrimination and learn to work in cohesive settings with a variety of children.
About 25% of children in a national survey reported being bullied — a staggering 1 in 4 students. Even more upsetting is the fact that 60% of students with disabilities are bullied. That is almost triple the rate of children without a disability. Bullying can cause a stream of consequences. Children with disabilities have physical weakness, over-sensitivity, low self-esteem and poor social skills. Bullies pick out these insecurities and attack them. They agitate the child or physically hurt him or her in a way that the child can’t possibly retaliate. Rebecca Parkins, a 17-year-old with Asperger Syndrome stated, “When I was about 12 a gang of 16-year-olds came up to me in a park and tried setting my hair on fire.” This is only one story. Bullies make fun of children for their tics and hyperactivity. If a child has an uncontrollable shake because of anxiety, another child may call out the shaking and call him or her an aggressive name. Bullies also have no social awareness when it comes to understanding physical differences. Children with down syndrome or muscular dystrophy are called out by bullies who don’t understand that every child is different. Maxin Young, a 22-year-old with learning disabilities from a brain tumor stated, “…bullying only stopped completely when I was physically assaulted at a bus station, and went to the police.” It is constant wonder when these injustices will finally cease.
One of the major problems behind bullying is that often children with disabilities become extremely angry and impulsive. This doesn’t lead to a good outcome. Specifically, children with impulsive and hyperactive Attention Deficit Hyperactivity Disorder (ADHD) are caught in this conundrum. In the majority of cases, a bully antagonizes the child with ADHD. He or she instigates a disagreement or fight. The child with ADHD fights immediately back and can’t emotionally or physically retreat because he or she is too focused on the issue. This is where the topic of ‘problem’ students arises. They are immediately tagged as antagonists. From exhibiting classroom distractions that they can’t control to defending themselves against antagonists, they never seem to be doing anything right. It is a cyclic, toxic cycle of unfairness and neglect for the disabled children who need continuous emotional support.
Under the Individuals with Disabilities Educational Act (IDEA), children are required to have the least restrictive environment possible under the Free Appropriate Education Act (FAPE). If children are not given an open schooling environment, they are being denied free appropriate education. There is also Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990. This states that federal laws apply if external harassment prevents a student with a disability an equal opportunity to education. In order to receive this protection, students need to qualify for a 504 or an Individualized Education Program. These mandates sound like they would be extremely beneficial. However, they are not as enforced as one would expect. When it comes to bullying, many a times teachers and parents need to rely on what is said by the child. This can lead to discrepancies in the truth. If this is such a problem, why haven’t teachers increased their social tactic awareness and supervision during popular bullying times?
With an increased acceptance of disabled children into general classrooms, awareness needs to be intensified around such distasteful acts. Ari Ne’eem, the president for the Autistic Self Advocacy Work Network stated, “We applaud and commend the Department for reinforcing that when a child is being bullied, it is inappropriate to ‘blame the victim’ and remove them from the general education classroom. School districts have an obligation to address the source of the problem –the stigma and prejudice that drives bullying behavior.” Work needs to be done to destroy the stereotypes around disabled children. Although society hopes that human nature will take a turn and individuals will be kinder naturally, it is not always possible. Thus, early exposure rather than complete ignorance around disabled children will change bullies and the bullying future. Bullies retaliate mainly because of insecurity and the fact they are interacting with someone who is ‘unknown’ to them. If schools enforce inclusion, the divide between classrooms and students will subside. Schools need to take the laws and mandates seriously because if they do, younger children will follow the example. Governments need to reinstate and update laws so that these important rules circulate through the internet and television. Awareness is key.
Children with disabilities do not like to be labeled as victims and are at a disadvantage when it comes to standing up to bullies. Their self-confidence has been diminished throughout their years, and they are prone to poor social skills and high anxiety. It is important that these children find a way to react that will boost their morale. They should find a socially acceptable way of acting back that is effective. Along with a school’s funding for special education, some consideration should be placed on hiring an individual that watches social situations from afar. If bullying arises, the adult can help the child afterwards and encourage him or her to find a technique to stand up to the individual. Bullies are discouraged by confidence. The bullied victims need to know that he/she has the humanitarian power to defend themselves. As disabled children, so many issues stem from the fact that these individuals think they don’t have ownership over their body. The social world creates this stereotype, and schools can enforce this thinking. It is up to multiple people to break down this barrier and increase self-love. Constant awareness and encouragement can create an essential supportive community.
Although there are laws set in place to stop the constant bullying that disabled children receive, not much is being done about it. In 2013, 90% of parents with children that have Asperger Syndrome reported their child being bullied. Furthermore, the staggering triple rate of bullied disabled kids isn’t decreasing. Research needs to be done on schools investing in social support. Also, just overall awareness can change the path for these children. The beginning of real change can spark up anytime in schools — it just has to be initiated.
For an audio version of what is written above: https://youtu.be/pOOxUCro-fI