2015年04月 42-1 國中融合教育中身心障礙受凌學生遭受普通班同儕霸凌現況及原因之研究─以一所國中為例



羅丰苓   盧台華

臺中市立黎明國中國立台灣師範大學
特殊教育學系

本研究旨在探討國中融合教育中身心障礙受凌學生遭受霸凌行為、因應霸凌方式及遭受霸凌的原因,以有助於未來防制霸凌輔導工作。研究進行採質性研究法,透過與身心障礙受凌學生、導師、霸凌學生訪談,輔以檔案文件、觀察等資料加以分析。結果發現身心障礙受凌學生主要遭受肢體霸凌、言語霸凌及關係霸凌等霸凌類型;且身心障礙受凌學生為班上不受歡迎的人,遭到班上大多數普通班同儕霸凌。普通班同儕可依霸凌行為分為顯性霸凌學生及隱性霸凌學生。此外,在因應霸凌的方式主要以自言自語表達不滿、當下反擊、報告導師等方式,皆無法有效減少霸凌且產生無力感。遭受霸凌的原因主要有舉止怪異、社交技巧差、干擾上課等以致激發霸凌行為。加上導師以「弱化身心障礙學生引發同情」的方式處理霸凌問題,更貶抑身心障礙受凌學生班級地位。此外,亦發現資源班所提供服務,未能直接改善霸凌情形;且因接受資源班服務的標記作用而遭受同儕異樣眼光。而更甚班上儼然已形成冷漠姑息氣氛將身心障礙受凌學生視作圈外人時,身心障礙受凌學生在班上更顯得孤立。

關鍵詞:同儕霸凌、身心障礙學生、融合教育

關鍵字
同儕霸凌、身心障礙學生、融合教育

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