台中市國中普通班身心障礙學生遭受同儕霸凌現況之調查研究

A Survey Study of the Current Status for Students with Disabilities Bullied by Peers in Inclusive Classes

當前國內校園霸凌問題嚴重，然考量到目前台灣大多數的身心障礙國中學生主要是安置在普通班級與一般同儕一起就學，關於身心障礙學生遭受霸凌的情形實值得關注。故本研究採取調查研究法，以台中市公立國中有身心障礙學生的班級的一般同儕、身心障礙學生及導師為對象進行調查，以能探究身心障礙學生遭受霸凌的比例、受凌行為與原因為何？並進一步瞭解身心障礙受凌學生所認知遭受霸凌的行為與原因，和同儕與導師觀點的一致性情形。此外，身心障礙受凌學生也同一般受凌學生在遭受霸凌比例、行為及原因等各方面進行比較，以對身心障礙學生遭受霸凌情形有更深層的瞭解。研究結果，主要有以下發現。
一、安置在普通班級的身心障礙學生遭受霸凌比率高達33％；一般學生則有5％，身心障礙學生遭受霸凌比例明顯高於一般學生。
二、身心障礙受凌學生遭受霸凌行為方面，主要是以言語霸凌及關係霸凌為主。遭受霸凌原因方面，則以缺乏社交技巧為主要原因。此外，身心障礙受凌學生在所認知遭受霸凌行為與原因各方面，和同儕觀點、導師觀點均有不一致的情形。
本研究依結果針對身心障礙受凌學生教學、輔導及未來研究之建議。

The bullying problem in Taiwan's schools has been increasingly serious. It is important to examine the bullying facing the students with disabilities who study in general classes. The purpose of this study was to explore the reality of the students with disabilities who are placed in general classes and bullied by their peers. The main findings of this study are shown as follows.
1. Thirty-three percent of the students with disabilities placed in general classes have suffered peer bullying whereas only 5% of their regular peers have been bullied. The bullying ratio for students with disabilities is significantly higher than that for regular students. In addition, the bullying ratio for female students with disabilities is even higher.
2. The bullying behaviors encountered by students with disabilities are mainly exhibited via verbal and relational patterns. The major cause for bullying is lack of social skills. Moreover, the bullying behaviors and their causes perceived by students with disabilities are inconsistent with those perceived by their peers and teachers. This study provides recommendations for teaching, counseling, and future studies on students with disabilities.