The purpose of writing this book was to explore how teachers understand school bullying in students with disabilities.
The research involved 20 secondary education teachers from general and special education in the Attica region. The findings showed that the most common form of victimization among students with special educational needs (SEN) is verbal bullying, followed by physical, psychological, electronic, and sexual bullying.
Regarding the frequency of bullying among students with SEN and typically developing students, a clear picture does not seem to emerge, as some teachers argue that students with SEN are more often victims of bullying compared to their typically developing peers, while others claim exactly the opposite.
Moreover, it is found that the categories of students with SEN that are more frequently involved in situations of school bullying are students with Attention Deficit Hyperactivity Disorder (ADHD), children with intellectual disabilities, and students with autism/Asperger syndrome.
