Overview
Bullying constitutes a broad concept encompassing various essential components. It is characterized by hostile and repetitive behavior directed by an individual or a collective group. The essence of bullying lies in an inherent power imbalance and is rooted in a conscious, deliberate, and intentional pursuit of causing harm to the targeted individual. Bullying is acknowledged as a pervasive, enduring, and significant issue present in schools worldwide, spanning various national contexts. Unfortunately, the prevalence of bullying extends beyond typical schools, reaching institutions designed to support students with special needs. Further research may increase our academic understanding of the frequency and nature of bullying among students receiving special education support. Preventing Bullying Among Children With Special Educational Needs delves into the strategies employed by schools or institutions to address these regrettable instances of bullying involving children with special needs. It also explores the current global status of bullying, and the interventions implemented to counteract such occurrences. This book covers topics such as neurodiversity, K-12 education, and special education, and is a useful resource for educators, academicians, psychologists, sociologists, scientists, and researchers.
Full Product Details
Author: Sohni Siddiqui ,
Mahwish Kamran
Publisher: IGI Global
Imprint: IGI Global
Dimensions:
Width: 17.80cm
, Height: 2.40cm
, Length: 25.40cm
Weight: 0.916kg
ISBN: 9798369353158
Pages: 440
Publication Date: 31 December 2024
Audience:
College/higher education
,
Professional and scholarly
,
Tertiary & Higher Education
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: Available To Order
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Author Information
Sohni Siddiqui has completed her M.Phil in Educational Sciences from Iqra University Karachi, Pakistan. At the moment, she serves as an external researcher, pursuing her doctoral studies at the Technical University of Berlin and developing teachers' professional training for behavioural management of students. Her contributions to prestigious national and international education journals include authorship and external review. Mahwish Kamran is the main author of the manuscript. She is working as a lecturer and a teacher trainer at Iqra University, Karachi, Pakistan. She is pursuing her Ph.D. research. Her domain is Inclusive education. Her interests are in Inclusive education, curriculum planning and development, educational management and leadership, educational psychology, and teachers training. Her area of Ph.D. research is related to catering to children with special educational needs.
