高中職身障生校園受凌之研究──與普通生做比較

本研究進行的是校園霸凌中較少探討的身障生受凌與普通生比較的研究。研究引用日常活動理論來解釋身障生的受凌。與普通生做比較，探討身障生受凌情形與身障生受凌的因果路徑；並驗證學生的受凌經驗、霸凌經驗對受凌的影響。本研究以桃竹地區高中職身障生為對象，以普通生為對照組，對他們進行受凌調查，經多元迴歸分析結果如下：與普通生做比較，身障生校園受凌較普通生高，即使控制了背景與中介變項，身障生的受凌仍較普通生高，證實了身障生受凌較高的觀點。身障生的受凌路徑：相較於普通生，身障生對受凌有直接正向影響外，還會間接透過部份的家庭、學校、身心等中介因素，對受凌產生影響。同時也證明了，不論身障生還是普通生其受凌經驗、霸凌經驗對受凌都有正向影響；即是不論是受凌經驗或霸凌經驗都會升高學生被霸凌的機會。最後依據研究結果提出身障生受凌防制的具體建議。

This study undertakes a comparative analysis of the victim experiences among senior-high-school and vocational-high-school students with disabilities as compared to their ordinary counterparts, a topic relatively underexplored within the domain of school bullying research. Given the heightened prevalence of school bullying during adolescence and the predominant focus of existing studies on primary and secondary school students, there exists a paucity of research pertaining to senior-high-school and vocational-high-school students, particularly those with disabilities. The advent of integrated education, aimed at fostering the inclusion of students with disabilities within mainstream educational settings, underscores the significance of understanding the victimization dynamics specific to this demographic. Despite international studies highlighting the elevated incidence of victim experience among students with disabilities, empirical research within Taiwan remains scant, predominantly comprising qualitative interviews or simplistic statistical analyses that lack methodological rigor. Therefore, this study aims to address this gap by conducting a comparative analysis of the victim experiences among senior-high-school and vocational-high-school students with disabilities and their ordinary peers. By elucidating the pathways through which victim experience occurs among students with disabilities, this study seeks to provide insights into the unique challenges faced by this demographic and inform targeted intervention strategies aimed at fostering safer and more inclusive educational environments.
This study uses Cohen and Felson's (1979) routine activity theory as the theoretical basis for the victimization of school bullying in students with disabilities. The theory of daily activities points out that the crime rate varies due to the aggregation of a specific person, a specific object, and a specific time and space. The theory holds that the reason why a crime occurs is that a specific perpetrator who wants to commit a crime and has the ability to commit a crime finds a suitable specific object under the conditions of visibility, accessibility, value, defensiveness, etc., and in the absence of the inhibitor who deters the occurrence of crime, the three elements converge to produce a criminal behavior. Students with disabilities have low frustration tolerance, low academic performance, poor social skills, and little interpersonal interaction. They may lose control when they are frustrated, which leads them annoying in school. Furthermore, they are despised by their peers due to low academic performance, disliked by their peers due to poor communication skills, and have no friends due to lack of social interaction. It is very much in line with the specific victim of the occurrence of crime in the theory of daily activities.
Examining the past literature, there has been limited comparative research on school bullying experiences between disabled and nondisabled students. This scarcity can be attributed to the relatively low proportion of students with disabilities, typically less than 4% of the student population, making it challenging to assemble a sufficiently diverse sample encompassing various disability types. To address this gap, this study draws upon the methodological approach employed by Glueck and Glueck (1950), which involved a nearly 1:1 census method for sample collection. Specifically, senior-high-school and vocational-high-school students with disabilities in the Taoyuan and Hsinchu regions were surveyed. This comprehensive sampling strategy ensured representation across all 13 categories of disabilities, encompassing a spectrum of conditions such as mild intellectual disabilities, autism, academic challenges, and sensory impairments including auditory, visual, and language disorders. Additionally, emotional disabilities, physical impairments, cerebral palsy, developmental delays, and multiple disabilities were among the categories included, facilitating a nuanced examination of the victim experiences among students with diverse disability profiles.
Research investigating the phenomenon of bullying victimization in educational settings has consistently highlighted the critical role of prompt intervention in mitigating its recurrence. When schools neglect to promptly address instances of bullying or fail to effectively intervene, victims often find themselves at heightened risk of enduring further victimization. Existing literature predominantly derives from qualitative inquiries, which provide valuable insights into the complex dynamics of bullying experiences but are limited in their ability to quantify the prevalence and impact of these occurrences. Consequently, there remains a notable dearth of quantitative investigations specifically addressing the aforementioned observations. Thus, there is a pressing need for further empirical research utilizing quantitative methodologies to comprehensively examine the implications of delayed or inadequate intervention strategies on the likelihood of recurrent victimization among affected individuals. Does bullying experience improve the victim experience? According to the fact that there is always a moment when the victim of bullying cannot bear it, the angry victim will eventually fight hard and hit the bully, which will increase the chance of the bully turning into the victim. However, the impact of bullying experience on the victim experience is still rarely quantitatively tested.
In summary, the overarching research inquiries guiding this study encompass a comprehensive examination of various dimensions of victim experiences among senior-high-school and vocational-high-school students with disabilities, juxtaposed against their ordinary counterparts. The delineated research questions are multifaceted and strategically formulated to elucidate the intricate dynamics underlying the victimization phenomenon within educational contexts. Firstly, by designating ordinary students as the control group, the study aims to accurately scrutinize the victim experience among students with disabilities, thereby providing invaluable insights into the distinct challenges they encounter within the school environment. Moreover, the research endeavors to delve into the complex pathways through which diverse factors may influence the victim experiences of students with disabilities, thereby shedding light on the multifarious determinants that shape their vulnerability to bullying incidents. Additionally, the investigation seeks to empirically ascertain the impact of both prior bullying experiences and ongoing victim encounters on the overall victim experience trajectory of students, thereby offering a nuanced understanding of the cumulative effects of these adverse experiences. Through a meticulous exploration of these interrelated research questions, the study endeavors to contribute substantively to the extant literature on victim experience among students, particularly those with disabilities, and to inform the development of targeted interventions aimed at fostering safer and more inclusive educational environments.
In this study, high school students with disabilities in Taoyuan and Hsinchu areas were used as the treatment group, ordinary students as the control group. The results of multiple regression analysis were as follows: compared with ordinary students, students with disabilities had higher victim experience on campus than ordinary students, and even after controlling for background and intervening variables, the victim experience of students with disabilities was still higher than that of ordinary students, which confirmed the view that students with disabilities had higher victim experience. In addition, this study brought together the factors that had an impact on victim experience in the past as intervening variables to explore the impact path of victim experience in students with disabilities in one go. It was confirmed that students with disabilities had higher victim experience than ordinary students, and it was also found that students with disabilities had victim experience because they were affected by some intervening factors such as family, school, physical, and mental health. For example, the authoritarian and authoritative discipline of the parents of disabled students is high, and the path of victim experience is high. The path of family support for students with disabilities is low and the path of victim experience is high. The school response of students with disabilities is poorer, and the higher inferiority and the path of victim experience is higher. At the same time, it also proves that the experience of bullying and victim experience have a positive impact on the victim experience of both disabled and ordinary students. That is, whether it is the experience of victims or the experience of bullying, it will increase the chance of victim experience. Finally, based on the research results, specific suggestions were put forward for the prevention of victim experience of students with disabilities.