1. In your experience, do you think that disabled children and those with SEN are more likely to bullied?

2. Video https://www.youtube.com/watch?v=5UOP3L2oB0khttps://www.youtube.com/watch?v=5UOP3L2oB0k

3. Significant prevalence across a wide range: o 80% of children and young people with learning disabilities o 70% of children and young people with autism o and 40% of children with speech and language difficulties are bullied and/or victimised Pupils with learning disabilities and/or hidden impairments – and pupils receiving adult support – may be more at risk Victimisation and bullying are exacerbated by marginalisation and isolation Prevalence 3

4. Academic difficulties and a tendency to perform less well at school Low self-esteem and anxiety with tendencies to internalise problems Differences in physical attributes How your impairment effects you on a day-to-day basis e.g. taking longer time to get from class to class Shyness, submissiveness, passivity and an external locus of control Language and communication difficulties Inappropriate social behaviour Low ‘social status’ Absence/regular late arrival/withdrawal from lessons Why are disabled children and young people and those with SEN more likely to be bullied?

5. Students expected to be passive & compliant, not supporting or teaching them to be independent learners ‘Overprotecting’ students – parents can do this too Isolating students from the peer group through the way LSAs are used Teaching students outside the peer group for parts of the day Failing to ensure equality of access to physical environments and the curriculum Causing students to be dependent on help because learning opportunities have not been adjusted to be accessible How might schools make disabled children/young people and those with SEN more vulnerable to bullying? 5

6. Bullying tends to be more relational than direct. Peer isolation and peer difficulties are more common – remember: roles involved Cyber bullying, sexual bullying and social manipulation also apply to disabled pupils and those with SEN Literature reveals a continuum of problems extending from isolation and ostracism through physical and sexual abuse to hate crime Impact on disabled young people and those with SEN 6

7. Research shows that children are severely affected by bullying and they might: Avoid school Experience mental health issues including anxiety, depression, self harm Children say they are not believed and fear retaliation Parents and carers report that the bullying their children experience place considerable strain on families and relationships with schools. 7 Impact on disabled young people and those with SEN

8. The Social Model and Bullying 8

9. History of disablism For centuries disabled people have been persecuted: People were killed for having disabled children or being disabled themselves Court jesters were often disabled people and ridiculed in Tudor times The tradition of ‘freak shows’ One million disabled people were killed by the Nazis during WW2 Locking away those deemed to be ‘mentally deficient’ Very low expectations of achievement How are disabled people perceived today? 36

10. How are disabled people perceived today? Winterborne View – abuse in care Media portrayals of disabled people Inequalities – more likely to: be victims of hate crime not have a job live in poverty experience sexual violence not use the internet From the 1950s onwards disabled people, families and charities sought to improve the lives and rights of disabled people. 37

11. The social model perspective People are disabled by barriers in attitudes, environments and organisations, not their impairments. 38

12. The social model perspective https://www.youtube.com/watch?v=0e24rfTZ2CQ&feat ure=em-subs_digest

13. Medical model thinking Child is faulty Society remains unchanged Accepted/included if normal enough OR permanent exclusion Ordinary needs put on hold Segregation and alternative services Assessment, monitoring, programmes of therapy imposed Impairment becomes focus of attention Labelling Diagnosis 13 Reference: World of Inclusion

14. Social model thinking All children are valued Anticipate and identify barriers and develop solutions Resources are made available to ordinary services Training for parents and professionals Outcome based programme designed Diversity welcomed, child is included Relationships nurtured Society evolves Strengths and needs defined by self and others 14 Reference: World of Inclusion

15. Medical model thinking 1.Child is faulty 2.Diagnosis 3.Labelling 4.Impairment becomes focus of attention 5.Assessment, monitoring, programmes of therapy imposed 6.Segregation and alternative services 7.Ordinary needs put on hold 8.Accepted or included if normal enough OR permanent exclusion 9.Society remains unchanged Medical & social model of disability Social model thinking 1.All children are valued 2.Strengths and needs defined by self and others 3.Anticipate and identify barriers and develop solutions 4.Outcome based programme designed 5.Resources are made available to Ordinary services 6.Training for parents and professionals 7.Relationships nurtured 8.Diversity welcomed, child is Included 9.Society evolves 15 Reference: World of Inclusion

16. Does our school work within the social model or the medical model??? 43

17. They wouldn’t bully him/her if... ‘....he knew how to make friends’ ‘...she stopped chewing her sleeve’ ‘...he could talk about the things the other pupils want to talk about’ ‘...he didn’t make that noise’ ‘...she behaved better in class’ ‘...she didn’t fly off the handle’ ‘...he didn’t irritate other staff and young people’ 44

18. They wouldn’t bully him/her if... Sometimes teachers focus their energy on trying to change behaviours that are characteristics of a pupil’s impairment e.g. being solitary or not understanding social situations. This can send a message that it’s the pupil’s fault and they need to change/fix or learn to tolerate the bullying. These are things we might not be able to change. So why do we do it? We should focus on what we can change. Message to the school community should be: you might not understand someone’s behaviour, some behaviours may irritate you, some may amuse you but it is never an excuse to treat someone badly or socially exclude them. 45

19. How can the social model help tackle bullying? See examples 46

20. Social model audit 20 Checklist topicsYes / No The strategy is pupil centred SMART (specific, measurable, achievable, realistic and time bonded) outcomes have been identified The pupil is a part of the school not apart from the school, i.e. not being separated in classes / playground Any training needs for parents and professionals been met Diversity is welcome and the pupils included The school has evolved Responses are not about changing the behaviour of the pupil who has been bullied

21. Reducing bullying – key principles 21

22. 22 Include all Respect Understand Celebrate difference Challenge Listen

23. Which key principles: Are clearly evident in our school? Are less evident or absent in our school? 23