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Bullying in school from the view of students with neuropsychiatric diagnoses
Linköping University.
Linköping University.
2012 (English)In: 40th Congress of Nordic Educational Research Association in Copenhagen, Denmark, March 8-10, 2012, 2012Conference paper, Published paper (Refereed)
Abstract [en]

Research has shown that students with disabilities, such as ADHD and Asperger Syndrome, are more often bullied compared to their peers. With reference to interactionist and social constructionist perspectives, selves and identities are social products which are never fixed but in an ongoing process in and by social interactions withothers. Identity and social life are thus inescapably social, collective and cultural process, constructed and reconstructed in everyday social interactions. The aim of this study was to investigate school experience narratives with a particular focus on social inclusion, social exclusion and bullying from students with ADHD diagnose as well as students with Asperger Syndrome diagnose. We adopted a qualitative interview design, guided by grounded theory methods. Twenty students (10 with Asperger Syndrome diagnose and 10 with ADHD diagnose; age range = 16-19 years) were interviewed about their school experiences from elementary school to upper secondary school. The interview data was then analyzed through grounded theory methods (initial/open, focused and theoretical coding, constant comparative method, and memoing). The findings indicated that teachers and peers’actions toward these students contributed to their feelings of being deviant and marginalized in school. The analysis of the narratives indicated that they repeatedly were targets of social exclusion processes in classroom as well as among the peer groups during the breaks and in other school settings. A culture of intolerance and a discourse of normativity in school were underlying social exclusion and bullying processes in which the students in the current study were targets and constructed as deviant. The analysis of these students’narratives has important implications for special education practices as well as for bullying prevention and interventions work.

Place, publisher, year, edition, pages
2012.
Keyword [en]
bullying, neuropsychiatric diagnoses, Asperger syndrome, disability
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-47642OAI: oai:DiVA.org:lnu-47642DiVA: diva2:874403
Conference
40th Congress of Nordic Educational Research Association in Copenhagen, Denmark, March 8-10, 2012
Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2015-12-08Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf