Week 8 Discussion-Brett Trettin - Oct. 18 @ 9_32 am

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Concordia University Chicago *

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Sociology

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Apr 3, 2024

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1 Week 8 Discussion-Brett Trettin Although only ten U.S. studies have been conducted on the connection between bullying and developmental disabilities, all of these studies found that children with disabilities were two to three times more likely to be bullied than their non-disabled peers(Pacer's National Bullying Prevention Center, n.d.). Students with disabilities already have unique challenges in school, but when bullied, it can impact their ability to learn and grow. Under IDEA, school shave an ongoing obligation to ensure that a student with a disability who is the target of bullying continues to receive FAPE in accordance with his or her IEP-an obligation that exists whether the student is being bullied based on his or her disability or is being bullied based on other reasons(United States Department of Education, 2014). We must be transparent with all stakeholders regarding the procedure in which bullying is identified and reported to parties (IEP team, officials, and parents), investigated, as well as the solution to ensure the act is never repeated. Estate of Lance v. Lewisville Independent School District (2011), showed the importance of immediately responding to reports of bullying by all teachers, students or parents, or may have found to have acted with bad faith, gross misjudgment, or deliberate indifference in cases involved bullying (Yell, 2019, p. 356). I find that we must target the issue of bullying with this population of students and ensure that we have adequate resources and policies/procedures for prevention. 1. Professional Development: It’s critical for all staff members to understand the definitions of bullying and proper protocol to address it immediately. Professional development will focus on law and policy to address legal protections and provisions for students with disabilities who are being bullied. The school district should have policies that address how to respond to situations regarding bullying. The school must provide immediate and appropriate action to investigate,

2 communicate with targeted students regarding steps to end harassment, eliminate any hostile environment, and prevent harassment from recurring. If the school is not taking necessary action, parents may consider filing a formal grievance with the Office of Civil Rights (StopBullying.gov, 2019). 2. Reporting System: Each staff member has received training through the embrace program, as well as the Behavior Incident Reporting feature. This provides consistent documentation on student behavior, including bullying, and analyzes patterns of behavior that can be addressed. It’s critical that we maintain paperwork to provide justification for support services/interventions to alleviate all bullying. Providing consistent paperwork/paper trail will document behaviors and provide insight on bullying and the root causes. This will provide the team with evidence/support to implement strategies/interventions that are appropriate for students. 3. Teaching Students about Bullying/Evidence Based Programs/Creating a Safe and Supportive Environment: There are SEL/Social Emotional learning curriculums to teach about the avoidance of bullying. This could include videos via Classroom Dojo, role playing, discussions, and possibly creative writing (writing, typing, speech to text, video, etc.). There should be PBIS/CHAMPS programs in which focus on positive behavior and provide interventions to avoid negative behavior. The focus should be having open conversations/discussions about bullying and for students to understand how it could impact one another. 4. Bullying and What It Looks Like: Bullying can take many forms including physical acts, verbal acts, and written statements (Yell, 2019, p. 358). Instances of bullying can take place in various places in the school including the lunchroom, recess, gym class, or other locations within

3 the school. It’s important for all staff to recognize and report any circumstances when bullying is taking place and report it, immediately. 5. Immediate Response to Bullying: The court ruling of Davis vs. Monroe Board of Education provides the legal foundation of the importance of responding to bullying, immediately. The school was found to be liable because of lack of response and a student claim being ignored. It’s the duty of the school to investigate the situation, support the victim, as well as assisting the bully in understanding the gravity of the bullying, and support with implementing interventions to ensure this behavior doesn’t occur again. References Pacer's National Bullying Prevention Center. (n.d.). Bullying of students with disabilities [Students with disabilities and bullying]. Retrieved October 17, 2023, from https://www.pacer.org/bullying/info/students-with-disabilities/ StopBullying.gov. (2019, September 24). Set policies & rules [Set policies & rules]. Retrieved October 18, 2023, from https://www.stopbullying.gov/prevention/rules United States Department of Education. (2014, October 21). Dear colleague letter from the assistant secretary catherine e. lhamon (pdf) [Office of civil rights] [PDF]. United States Department of Education Office For Civil Rights. Retrieved October 17, 2023, from https://www2.ed.gov/about/offices/list/ocr/letters/colleague-bullying-201410.pdf Yell, M. L. (2019). The Law and Special Education. United Kingdom: Pearson.

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