bullying of students with disabilities

Bullying of Students with Disabilities

Office of Special ProgramsWebinar

November 2013

Office of Special Education and Rehabilitative Services (OSERS)

…an overview of the school district’sresponsibilities under IDEA to address bullying of students with disabilities.


Bullying of a student with a disability that results in the student not receiving

meaningful educational benefit constitutes a denial of a free and

appropriate public education (FAPE) under IDEA that must be remedied.


• Teachers and adults should respond quickly and consistently to bullying behavior and send a message that bullying is not acceptable.

• Intervening immediately to stop bullying on the spot can help ensure a safer school environment.


Bullying is characterized by aggression used within a relationship-

where the aggressor(s) has more real or perceived power than the target; and

the aggression is repeated, or has the potential to be repeated over time.


Cyberbullying, or bullying through electronic technology, can include offensive text messages or e-mails, rumors or embarrassing photos on social networking sites or fake

profiles.


Students who are targets of bullying behavior are more likely to experience… lower academic achievement and

aspirations;higher truancy rates;feelings of alienation from school;poor relationships with peers; andloneliness or depression.


Students with learning disabilities, attention deficit/hyperactivity disorder or autism are more likely to be bullied that their peers.

Due to the characteristics of their disabilities, students with intellectual, communication, processing or emotional disabilities may not understand the extent to which bullying behaviors are harmful, or may be unable to explain the situation to an adult.


Whether or not the bullying is related to the student’s disability, any bullying of a student with a disability that results in the student not receiving meaningful

educational benefit constitutes a denial of FAPE under IDEA that must be

remedied.


If a denial of FAPE occurs…

convene the IEP Team to determine whether, as a result of the effects of the bullying, the student’s needs

have changed.


If the student who engaged in the bullying behavior is a student with a disability, the IEP Team should review the student’s IEP to determine if additional supports and services are needed to address the inappropriate behavior.

Effective Evidence-based Practices for Preventing and Addressing Bullying

Efforts to prevent and address bullying behavior should be embedded within a comprehensive, multitiered behavioral framework used to: establish a positive school environment; set high academic and behavioral expectations

for all students; and guide delivery of evidence-based instruction and

interventions which address the needs of all students.


Data-based decision making used to: identify needs; analyze problem situations; outline clear evidence-based practices to be used

in the delivery of instruction and interventions; and

monitor progress toward clear, positive academic and behavioral outcomes.


Teach appropriate behaviors and how to respond.

Provide active adult supervision.Train and provide ongoing support for

staff and students.Develop and implement clear policies

to address bullying.


Monitor and track bullying behaviorNotify parents when bullying occursAddress ongoing areas of concernSustain bullying prevention efforts

over time


Resources on Preventing & Addressing Bullying:• Stopbullying.gov • PACER.org/bullying/• PBIS.org• NICHY.org• FindYouthInfo.gov• Safesupportiveschools.ed.gov


WVDE Office of Special Programs304.558.2696

Lorraine Elswick, [email protected]

Kathy Hudnall, [email protected]

mailto:[email protected]

mailto:[email protected]

bullying of students with disabilities

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bullying behavior

reporting bullying

students ability

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nurturing school environments

overall school climate

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