Bullying of Children with Disabilities Assignment

Bullying of Children with Disabilities Assignment

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Bullying of Children with Disabilities Assignment

Experiences of school-age children may range from teasing to bullying, which is defined as unwanted, aggressive behavior among school-age children, involving a real or perceived power imbalance that is repeated or has the potential to be repeated over time (stopbullying.gov, 2013). Bullying is a very serious problem for children, regardless of disability status.

Although a commonly encountered phenomenon in many situations, children with physical, developmental, intellectual, emotional, and sensory disabilities are more likely to be bullied than their peers (stopbullying.gov, 2013).

Children with special health needs may be at greater risk of being bullied or abused. Emerging research validates the magnitude of the problem, indicating that children with ASD are more than three times as likely as other children to be bullied and left out by peers (Twyman et al., 2010).

Along with children who have medical conditions that affect their appearance (such as CP and SB), children with seizure disorders and learning disorders are also more likely to be bullied by peers (Hamiwka et al., 2009; Twyman et al., 2010).

For the child coping with a disability, the threat of bullying is an added challenge, as bullying often contributes to depression, anxiety, health complaints, and decreased academic achievement.

For individuals with disabilities, bullying may be considered “disability harassment,” a behavior that is prohibited under the Rehabilitation Act of 1973 and The Americans with Disabilities Act.

Intimidation or abusive behavior toward a child that is based on disability and creates a hostile environment by interfering with or denying the child’s participation in or receipt of benefits, services, or opportunities in an institution’s program constitutes disability harassment (USDE, 2000).

If such an event occurs, there are actions parents of children with disabilities can take to support the bullied child. This involves communicating through the proper channels within the school system.

A number of resources, such as “Stopybullying.gov,” provide information on how to address the problem of bullying, including strategies for bullying prevention, identification of risk factors for victimization, and resources for help.

Can a client who uses a wheelchair obtain mammography for breast cancer screening, or is the lack of adaptive equipment a barrier to participation? What can you discover online about the availability and cost of accessible transportation to the screening site?

Can a woman get onto an examination table for collection of a Papanicolaou smear specimen? Office staff and equipment should accommodate people’s limitations.

Think about the office where you receive health care or the imaging laboratories in the area where you live. Can they accommodate someone in a wheelchair?

In a primary care office, a woman presents with symptoms of a urinary tract infection. She has experienced decreased mobility due to past lower extremity amputation and is morbidly obese, so is unable to sit down on a standard toilet and hold a cup, both of which are required to collect a urine sample.

How can the nurse make modifications to the environment to assist the client and collect the sample?

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Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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