Analysis of Literature in Special Education.edited

Analysis of Literature in Special Education Spring 2021 Protocol for Systematic Review Directions: Complete sections as assigned by your instructor. Your protocol should consist of a short (no more than three single-spaced pages) summary description of the proposed review. Part A. Problem Formulation I. Title/Topic of Review Cyberbullying and its Impacts on the Psychological and Emotional Aspects of Students with Learning Disabilities. II. The rationale for Intended Review Any form of bullying generates serious emotional and psychological repercussions on the victims of bullying. Bullying occurs in various forms. However, the most common are physical and cyberbullying. With the current advancements in technology, cyberbullying had evolved to become the most common form of bullying (Cowie, 2013). Cyberbullying often generates several mixed emotions in victims, which include depression, fear, stress, anxiety, and low self- esteem (Stathopoulou et al., 2018). Cyberbullying can generate more adverse effects, especially for students and young generations in general. These children often end up developing mental health issues, and their academic performances begin to plummet. Hence, it is imperative that research is conducted on cyberbullying and how victims get affected psychologically and emotionally in order to determine the best courses of action in preventing adverse mental and psychological repercussions of cyberbullying, especially for children with learning disabilities. Cyberbullying is a targeted action, and certain groups of students can be targeted by cyberbullies compared to others. Among those highly vulnerable to acts of cyberbullying are children with learning disabilities. Research suggests that children classified under the Individuals with Disabilities Education Act get victimized often compared to any other group of children (Horakh, 2012). Part of the reason children fall victim to cyberspace is the lack of proper parental control over what their children do during their free time, especially on the internet. Such exposure makes it difficult to protect children from acts of cyberbullying, especially those with learning disabilities. The emotional and psychological toll is greater for them, especially if they are well aware of their learning issues (Didden et al., 2009). Repeated acts of cyberbullying that reinforce the perceived imbalances between a child suffering from learning disabilities and an oppressor are the most damaging to victims (Peled, 2019). III. Description of Outcomes from Prior Research Synthesis (if any) that Have Established the Area of Scholarship Research conducted on cyberbullying is extensive. However, research that focuses specifically on the impacts of cyberbullying on students with disabilities at an emotional and psychological level is somewhat limited. A lot of research focuses on the psychological and emotional impacts of cyberbullying on students and children, but it does not dissect the issue at

the level of children with disabilities. On the other hand, several researchers have studied how cyberbullying specifically targets and affects children with disabilities. They indicate that cyberbullying warrants similar emotional and psychological distress on both normal and children with learning disabilities or any other disabilities. However, the impact on children with learning disabilities or any other form of disabilities is considered greater. Barringer-Brown (2015) explores cyberbullying among children with emotional and learning disabilities and how it affects their performances and mental and psychological well-being. Her research combines children with serious emotional disabilities and specific learning disabilities aged between 12 and 19 years, and she compared their experiences with their non-disabled peers. 30 students in this experiment suffered either from SED or SLD, and 22 other students lacked disabilities. Questionnaires were utilized to acquire information related to cyberbullying and victimization over the internet. 9 percent of the students suffering from SLD/SED mentioned experiencing acts of cyberbullying and victimization at least once, a weak alongside significant correlation between cyberbullying and student IQ. Stathopoulou et al. (2018) investigate the traumatic experiences of children with learning disabilities as a result of cyberbullying and other situations in their lives. The study sample involved 160 high-school students. To find the right students for this research, a web line evaluation was conducted to determine students with low academic performances in school who possibly suffered from significant learning disabilities. ACHENBACH's self-report questionnaire was the preferred research tool considering that it could measure subscales such as anxiety- depression and depression-withdrawal. The results show that cyberbullying, neglect, and family member death had the greatest impact on these children and their academic performances. IV. Limitation of Prior Research Synthesis The limitations of prior research synthesis stem from the lack of proper research directly focused on children with learning disabilities and how cyberbullying affects them. Most research combines several aspects of cyberbullying and how it affects students at a general level with a touch on children with learning disabilities. Barringer-Brown (2015) focuses on a mix of children suffering from serious emotional disorders and those with specific learning disabilities. On the other hand, Stathopoulou focuses on teens with learning disabilities and how they get affected by traumatic experiences. Cyberbullying ranks among the top causes of traumatic experiences for these children. However, these researchers should focus primarily on cyberbullying among children with learning disabilities. Part B. Purpose & Questions I. Guiding Purpose Statement To determine the emotional and psychological impacts of cyberbullying on children with learning disabilities, especially in terms of academic performance and self-esteem. This review will focus on children with learning disabilities aged 12-19 years and their encounters with cyberbullying.

suited for learning. Hence, such may have a hard time with basic learning skills such as math, reading and writing. II. Search Procedures Methodology The methodological approach for this research involves a purely qualitative approach designed to explore cyberbullying among individuals with learning disabilities and how exactly acts of cyberbullying affect them mentally and emotionally. The research will focus on acquiring insight from peer-reviewed literature that sheds light on the experiences of people with learning disabilities and the challenges that they face during their usage and consumption of social media because of cyberbullying. This methodology will conduct an in-depth literature review, map out and evaluate bodies of literature that can provide insight regarding the first-hand experiences of individuals suffering from learning disabilities and cyberbullying. Database Search Procedures The database search procedures involved an iterative keyword search. The identified keywords would be structures in a manner that allows the searching and exploration of various databases to identify peer-reviewed literature pertinent to this research topic. The best database search procedure would involve scanning for available resources followed by establishing a mapped structure of the literature review meant to determine the eligibility of the discovered bodies of literature. Hence, the search procedure would involve a four-step method utilized to acquire and refine the resources that would be used in the study especially in the comprehensive analysis of cyberbullying and the impacts it has on psychological and emotional well-being of individuals. Keyword Formulation Keyword exclusions and refinement Removal of Irrelevant Literature Manual Refinement of Identified Literature

The first step involved the formulation of possible keyword terms to utilize in the initial search procedure for information on several databases. The second step is to refine the identified keyword terms to narrow the field of obtained results so that majority of the research criteria focuses on content directly related to the research topic. The third step involves the removal of irrelevant literature using criteria such as year of publication and the type of research utilized. The preferred sources should be based on a mix of quantitative and qualitative analyses but the selection will depend on the availability of information needed for the research. Finally, manual refinement will be conducted by skimming through the identified literature and making a final selection of the best content for the research. Key Search Terms Participant Diagnosis Problem Faced Outcomes Children Learning disabilities Cyberbullying Emotional distress/issues/problem s Students Dyslexia Online criticism Psychological distress/issues/problem s Young People Dyscalculia Social media shaming Mental distress/issues Dysgraphia Online discrimination Stress Non-Verbal learning disabilities Fear Low self-esteem Depression Anxiety III. Eligibility Criteria The eligibility criteria for this research will determine the protocol for inclusion or exclusion of the identified sources of information relating to cyberbullying and its impacts on the psychological and emotional well-being of children with learning disabilities. Inclusion/Exclusion Criteria Inclusion Exclusion General  Peer-reviewed journals and literature.  Studied dating beyond 2010.  Non-peer-reviewed literature. Study Design  Single-case study designs.  Quantitative study designs.  Focus on cyberbullying.  Focus on students with learning disabilities.  Qualitative designs involving the review of other literature.  Descriptive studies. Demographics  Children aged between 12-19 years.  Studies conducted across the globe.  Children below the age of 12.  Adults above the age of 19.

References Barringer-Brown, C. (2015). Cyber bullying among students with serious emotional and specific learning disabilities. Journal of Education and Human Development, 4(2), 50-56. Cowie, H. (2013). Cyberbullying and its impact on young people's emotional health and well- being. The Psychiatrist, 37(5), 167-170. Didden, R., Scholte, R. H., Korzilius, H., De Moor, J. M., Vermeulen, A., O’Reilly, M., ... & Lancioni, G. E. (2009). Cyberbullying among students with intellectual and developmental disability in special education settings. Developmental neurorehabilitation, 12(3), 146-151. Horakh, G. (2012). Cyberbullying and students with learning disabilities. Peled, Y. (2019). Cyberbullying and its influence on academic, social, and emotional development of undergraduate students. Heliyon, 5(3), e01393. Stathopoulou, A., Karabatzaki, Z., Loukeris, D., Mantas, P., Kokkalia, G., & Drigas, A. S. (2018). Cyber bullying and traumatic experiences: The impact on learning disabilities. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 6(1), 74-87.