Bullying involving students with disabilities: analysis based on a literature review

Detalhes bibliográficos
Autor(a) principal: Tessaro, Mônica
Data de Publicação: 2022
Outros Autores: Trevisol, Maria Teresa Ceron, Pieczkowski, Tania Mara Zancanaro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/67847
Resumo: This article aims to identify and analyze what has been discussed among research involving bullying and students with disabilities, as well as to present strategies for coping and preventing this problem. In order to support this analysis, a systematic review of the literature was carried out in works indexed in the following databases: Scientific Electronic Library Online (Scielo), Portal de Periódicos CAPES and Catalog of Theses and Dissertations of CAPES, in the time frame between the years from 2011 to 2021. These works were indexed in the following databases: Scientific Electronic Library Online (Scielo), CAPES Journal Portal and CAPES Theses and Dissertations Catalog. Using inclusion and exclusion criteria, 16 academic works were selected, which constitute the sample of this study. From the analytical process, based on the indications of the systematic review, two categories emerged: i) Interpersonal relationships with/among students with disabilities; ii) Strategies for coping and preventing bullying involving students with disabilities. The research showed that students with disabilities are more likely to be rejected and victimized at school. Because of this, among the strategies for preventing and coping with bullying involving this audience, those of a contextualist/interactionist nature stand out, as advocated by the Bioecological Theory of Human Development (TBDH), through the strengthening of relationships between peers, the training of teachers and the strengthening of the family-school bond.
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spelling Bullying involving students with disabilities: analysis based on a literature reviewBullying que involucra a estudiantes con discapacidades: análisis basado en una revisión de la literaturaBullying envolvendo alunos com deficiência: análise a partir de uma revisão de literaturaBullyingAlunos com deficiênciaRevisão SistemáticaBullyingStudents with disabilitiesSystematic reviewBullyingEstudiantes con discapacidadesRevisión sistemáticaThis article aims to identify and analyze what has been discussed among research involving bullying and students with disabilities, as well as to present strategies for coping and preventing this problem. In order to support this analysis, a systematic review of the literature was carried out in works indexed in the following databases: Scientific Electronic Library Online (Scielo), Portal de Periódicos CAPES and Catalog of Theses and Dissertations of CAPES, in the time frame between the years from 2011 to 2021. These works were indexed in the following databases: Scientific Electronic Library Online (Scielo), CAPES Journal Portal and CAPES Theses and Dissertations Catalog. Using inclusion and exclusion criteria, 16 academic works were selected, which constitute the sample of this study. From the analytical process, based on the indications of the systematic review, two categories emerged: i) Interpersonal relationships with/among students with disabilities; ii) Strategies for coping and preventing bullying involving students with disabilities. The research showed that students with disabilities are more likely to be rejected and victimized at school. Because of this, among the strategies for preventing and coping with bullying involving this audience, those of a contextualist/interactionist nature stand out, as advocated by the Bioecological Theory of Human Development (TBDH), through the strengthening of relationships between peers, the training of teachers and the strengthening of the family-school bond.Este artículo tiene como objetivo identificar y analizar lo discutido entre las investigaciones que involucran el acoso escolar y los estudiantes con discapacidad, así como presentar estrategias para enfrentar y prevenir este problema. Para sustentar este análisis, se realizó una revisión sistemática de la literatura en trabajos indexados en las siguientes bases de datos: Scientific Electronic Library Online (Scielo), Portal de Periódicos CAPES y Catálogo de Tesis y Disertaciones de la CAPES, en el lapso de tiempo comprendido entre los años del 2011 al 2021. Utilizando criterios de inclusión y exclusión, se seleccionaron 16 trabajos académicos, que constituyen la muestra de este estudio. Del proceso analítico, a partir de las indicaciones de la revisión sistemática, surgieron dos categorías: i) Relaciones interpersonales con / entre estudiantes con discapacidad; ii) Estrategias para afrontar y prevenir el acoso escolar que involucra a estudiantes con discapacidad. La investigación mostró que los estudiantes con discapacidad tienen más probabilidades de ser rechazados y victimizados en la escuela, por ello, entre las estrategias de prevención y afrontamiento del bullying que involucran a esta audiencia, destacan las de carácter contextualista / interaccionista, como defiende la Teoría. Desarrollo Bioecológico del Desarrollo Humano (TBDH), a través del fortalecimiento de las relaciones entre pares, la formación de docentes y el fortalecimiento del vínculo familia-escuela.Este artigo tem por objetivo identificar e analisar o que vem sendo discutido entre as pesquisas envolvendo o bullying e os alunos com deficiência bem como apresentar estratégias de enfrentamento e prevenção desse problema. Com o propósito de embasar esta análise, foi realizada uma revisão sistemática da literatura em trabalhos indexados nas bases de dados: Scientific Electronic Library Online (Scielo), Portal de Periódicos CAPES e Catálogo de Teses e Dissertações da CAPES, no recorte temporal entre os anos de 2011 a 2021. Utilizando-se de critérios de inclusão e exclusão foram selecionados 16 trabalhos acadêmicos, os quais constituem a amostra deste estudo. Do processo analítico a partir das indicações da revisão sistemática, emergiram duas categorias: i) Relações interpessoais com/entre alunos com deficiência; ii) Estratégias de enfrentamento e prevenção do bullying envolvendo alunos com deficiência. A pesquisa evidenciou que os alunos com deficiência estão mais propensos a serem rejeitados e vitimizados na escola, por conta disso, entre as estratégias de prevenção e enfrentamento do bullying envolvendo esse público, destaca-se aquelas de caráter contextualista/interacionista, como preconiza a Teoria Bioecológica do Desenvolvimento Humano (TBDH), por meio do fortalecimento das relações entre pares, a formação de professores e o fortalecimento do vínculo família-escola.Universidade Federal de Santa Maria2022-04-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/6784710.5902/1984686X67847Special Education Magazine; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e14/1-22Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e14/1-22Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e14/1-221984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/67847/46801http://periodicos.ufsm.br/educacaoespecial/article/view/67847/46802Copyright (c) 2022 Revista Educação Especial (UFSM)https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessTessaro, MônicaTrevisol, Maria Teresa CeronPieczkowski, Tania Mara Zancanaro2022-09-13T18:09:57Zoai:ojs.pkp.sfu.ca:article/67847Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2022-09-13T18:09:57Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Bullying involving students with disabilities: analysis based on a literature review
Bullying que involucra a estudiantes con discapacidades: análisis basado en una revisión de la literatura
Bullying envolvendo alunos com deficiência: análise a partir de uma revisão de literatura
title Bullying involving students with disabilities: analysis based on a literature review
spellingShingle Bullying involving students with disabilities: analysis based on a literature review
Tessaro, Mônica
Bullying
Alunos com deficiência
Revisão Sistemática
Bullying
Students with disabilities
Systematic review
Bullying
Estudiantes con discapacidades
Revisión sistemática
title_short Bullying involving students with disabilities: analysis based on a literature review
title_full Bullying involving students with disabilities: analysis based on a literature review
title_fullStr Bullying involving students with disabilities: analysis based on a literature review
title_full_unstemmed Bullying involving students with disabilities: analysis based on a literature review
title_sort Bullying involving students with disabilities: analysis based on a literature review
author Tessaro, Mônica
author_facet Tessaro, Mônica
Trevisol, Maria Teresa Ceron
Pieczkowski, Tania Mara Zancanaro
author_role author
author2 Trevisol, Maria Teresa Ceron
Pieczkowski, Tania Mara Zancanaro
author2_role author
author
dc.contributor.author.fl_str_mv Tessaro, Mônica
Trevisol, Maria Teresa Ceron
Pieczkowski, Tania Mara Zancanaro
dc.subject.por.fl_str_mv Bullying
Alunos com deficiência
Revisão Sistemática
Bullying
Students with disabilities
Systematic review
Bullying
Estudiantes con discapacidades
Revisión sistemática
topic Bullying
Alunos com deficiência
Revisão Sistemática
Bullying
Students with disabilities
Systematic review
Bullying
Estudiantes con discapacidades
Revisión sistemática
description This article aims to identify and analyze what has been discussed among research involving bullying and students with disabilities, as well as to present strategies for coping and preventing this problem. In order to support this analysis, a systematic review of the literature was carried out in works indexed in the following databases: Scientific Electronic Library Online (Scielo), Portal de Periódicos CAPES and Catalog of Theses and Dissertations of CAPES, in the time frame between the years from 2011 to 2021. These works were indexed in the following databases: Scientific Electronic Library Online (Scielo), CAPES Journal Portal and CAPES Theses and Dissertations Catalog. Using inclusion and exclusion criteria, 16 academic works were selected, which constitute the sample of this study. From the analytical process, based on the indications of the systematic review, two categories emerged: i) Interpersonal relationships with/among students with disabilities; ii) Strategies for coping and preventing bullying involving students with disabilities. The research showed that students with disabilities are more likely to be rejected and victimized at school. Because of this, among the strategies for preventing and coping with bullying involving this audience, those of a contextualist/interactionist nature stand out, as advocated by the Bioecological Theory of Human Development (TBDH), through the strengthening of relationships between peers, the training of teachers and the strengthening of the family-school bond.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/67847
10.5902/1984686X67847
url http://periodicos.ufsm.br/educacaoespecial/article/view/67847
identifier_str_mv 10.5902/1984686X67847
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/67847/46801
http://periodicos.ufsm.br/educacaoespecial/article/view/67847/46802
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Educação Especial (UFSM)
https://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Educação Especial (UFSM)
https://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e14/1-22
Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e14/1-22
Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e14/1-22
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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