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TITLE OF DOCUMENT:

Bullying and disability

NAME OF AUTHOR(S):

National Childrens Bureau

NAME OF PUBLISHER:

National Children's Bureau - Spotlight Briefing

LANGUAGE OF DOCUMENT:

English

LANGUAGE OF THE REVIEW:

English

KEYWORDS:

Vulnerability of disabled children, long term impacts, what schools can do, useful organisations,

DOCUMENT TYPOLOGY:

Report

TARGET GROUP OF PUBLICATION:

Policy Makers, Teachers, Young People, School Directors.

SIZE OF THE PUBLICATION:

1 - 20 pages

DESCRIPTION OF CONTENTS:

This briefing looks at the evidence of the increased vulnerability of disabled children and young people to bullying and the impact this can have on them. It considers the legislative and policy context, including the Disability Equality Duty. It also suggests what further action can be taken by schools and those working with disabled children and young people to ensure they are providing inclusive, safe and positive environments, free from disablist bullying.

Common factors which make some young people more vulnerable are identified e.g. lack of social skills; number and variety of friends etc and there are sections on the impact of bullying on children and young people, legistlation and guidance, anti-bullying policies and supporting disabled children and young people. Finally the briefing lists 10 useful organisations.

REVIEWER’S COMMENTS ON THE DOCUMENT:

As one would expect with a 'briefing' this is only a short document (four pages long) but it does provide an initial insight into bullying and disability. Guidance is given on what disabled children and young people, adults need and what schools and youth services need to do.

Some interesting statistics are included e.g. Mencap found that nine out of 10 people with a learning disabiity experience oem form of bullying with over two thirds experiencing it on a regular basis; The National Autistic Society found that two out of five children on the autistic spectrum had been bullied at school; The Office of the Children's Commissioner found that disabled children and those with visble medical conditions can be twice as likely as their peers to become targets for bullying behaviour.

The section on the impact of bullying on disabled children and young people is interesting, with good examples and guidance on the long term impacts. There is also a useful 'bullet point' section for schools on how to ensure anti-bullying work is inclusive.

Overall our view is that this is a worthwhile briefing which provides an insight into the vulnerability of disabled young people to bullying and the impact it can have on them.

NAME OF THE REVIEWING ORGANISATION:

Wilsthorpe Community School

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