School climate and peer victimization: perceptions of students with intellectual disability

Hellen Tsuruda do Amaral, J. M. Cunha, Iasmin Zanchi Boueri, J. Santo
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Abstract

Considering the experiences of students with intellectual disabilities (ID) in educational environments, peer victimization stands out for potential losses to development. This is a relationship problem, which requires an understanding of contextual factors. In the approach of the authoritative school climate, the perception of support and disciplinary structure act as possible attenuators of peer victimization. However, the association between school climate and victimization is rarely examined in samples with people with ID. Thus, the study aimed to examine the associations between authoritative school climate and peer victimization through a procedure accessible to the self-report of people with ID. It was hypothesized that the disciplinary structure and support would be negatively associated with victimization. The study included 117 students with ID, aged between 12 and 63 years (mean=25.31; sd =12.25); 62.4% of male participants; 56.9% white and 54.1% diagnosed with moderate DI. The measures and procedures went through a cognitive accessibility process to enable the participation of students with ID through self-report, the data were analyzed using structural equation modeling. The adaptation was partially successful. In the final model, the disciplinary structure was positively correlated to support, which was a negative predictor for victimization. The results highlight how school environments with a supportive school climate can be a protective factor in relation to the victimization of people with ID, and that more inclusive practices in scientific research are possible.
学校氛围与同伴受害:对智障学生的看法
考虑到智力残疾学生在教育环境中的经历,同伴受害对发展的潜在损失尤为突出。这是一个关系问题,需要理解上下文因素。在权威的学校氛围中,支持的感知和纪律结构可能是同伴受害的衰减因素。然而,学校氛围和受害之间的关系很少在有ID的人的样本中被检查。因此,本研究旨在通过一种可用于ID患者自我报告的程序来检验权威的学校氛围与同伴受害之间的关系。假设纪律结构和支持将与受害负相关。该研究包括117名患有ID的学生,年龄在12至63岁之间(平均=25.31;sd = 12.25);62.4%的男性参与者;56.9%为白人,54.1%诊断为中度DI。通过认知可及性过程,使ID学生能够参与自我报告,并采用结构方程模型对数据进行分析。这种适应是部分成功的。在最后的模型中,学科结构与支持呈正相关,支持是受害的负向预测因子。研究结果强调了支持性的学校环境如何成为与ID患者受害相关的保护因素,以及在科学研究中更具包容性的实践是可能的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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