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Abstract
Purpose: Although bullying amongst typically developing school-aged children has been well explored, it is under-researched for children with disabilities. The purpose of this study was to understand the experiences of exclusion and bullying among children with disabilities. Method: We draw on qualitative in-depth interviews and a focus group with children and youth with disabilities (n = 15) to explore their experiences of exclusion and bullying. Results: Our results showed that restrictions in the socio-contextual environment influenced the social exclusion that children experienced. Youth encountered social exclusion from both teachers and peers. Children reported that teachers’ attitudes toward children with disabilities often influenced the social exclusion experienced by peers. Bullies engaged in both implicit and explicit forms of social exclusion toward children with disabilities which often lead to verbal and physical bullying. Conclusions: Children with cerebral palsy are victims of bullying and social exclusion within the school context. More opportunities for social inclusion are needed.
Implications for Rehabilitation
Children and youth with cerebral palsy experience verbal and physical bullying at school.
Rehabilitation health care providers and educators should be cognizant of the symptoms of childhood bullying and be prepared to provide children and their parents with resources on how to cope.
Health care providers and educators should teach children how to explain their disability and their specific needs to their teachers and peers to create more awareness and understanding about their condition.
Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper. This study was funded by the Ontario Federation for Cerebral Palsy.