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Getting Beyond Bullying and Exclusion, PreK-5
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Getting Beyond Bullying and Exclusion, PreK-5
Empowering Children in Inclusive Classrooms

Edited by:


© 2009 | 152 pages | Corwin

"This is the first text I've read that connected specific disabilities to bullying. The material is informative, relevant, and thought-provoking. A useful tool in understanding the evolution of a bully and the necessity of early, appropriate intervention."
—Karen Thomes, Early Childhood Special Educator
Indian Island School, ME

Help students with special needs develop skills for meeting the challenges of bullying!

Children with challenges can encounter difficulties in navigating their journeys within mainstream classrooms. This book focuses on the vulnerabilities of youngsters to be bullied, especially those with learning disabilities, attention deficit hyperactive disorder, Asperger syndrome, and gifted abilities, and also discusses the tendencies for these children to become bullies.

Getting Beyond Bullying and Exclusion, PreK–5 deepens teachers' understanding of common challenges and provides an intimate and realistic view of how children with special needs can become easy targets for bullies. The book also shows how adults can inadvertently facilitate development of victim behavior in children or contribute to the development of bully personalities. With an abundance of tried-and-true techniques for helping children manage emotions and build on their strengths, this book examines:

  • Bullying styles, including classic male and female models
  • How teachers can prevent and stop bullying
  • Methods for intervening early before a negative dynamic progresses into middle or high school
  • Strategies for working with overprotective parents
  • A "90-Second-a-Day Self-Esteem Prescription Plan" to improve children's self-views

Ideal for both teachers and counselors, this book increases the sensitivity and expertise that educators need to help children with special needs become more resilient and experience success at school.

 
Acknowledgments
 
About the Author
 
Introduction
Inclusion Means...  
Inclusion Means More  
Inclusion Means Less  
Educational Challenge  
Exclusion...and Bullying  
Compromising the Intent of Inclusion  
Continuums or Labels  
Three Perspectives  
 
1. Inclusion, Exclusion, and Bullying
The Chicken Spends Its Whole Life...  
The Hawk Spends Its Whole Life...  
Anxious Vulnerability  
Please Please Please...  
The Loud Aggressive "Victim" Becomes a Bully  
Victim Entitlement to Bully and Intellectual Bullying  
Classification Creates Targets for Exclusion  
 
2. The Stress, Frustrate, Fail, Suffer Method and Emotional Intelligence
The Real World  
The First S Is for Stress--Stress 'Em!  
The First F Is for Frustration--Frustrate 'Em!  
F Is for Failure--Let 'Em Fail! (Make Sure They Fail!)  
The Second S Is for Suffer--Let 'Em Suffer  
Emotional Intelligence  
 
3. Create Powerful and Successful Children
Win So He Would Throw a Tantrum  
The Next SS Is for Sensitivity and Support  
The Next SS Is for Skills and Strength  
SF Is for Survive and Flourish  
 
4. Social Cues
Who Is This Kid?  
Reasons Individuals Don't Get it!  
 
5. Reasons for Missing Social Cues
Physical Disability--Compensation (No.2 of 11): "What? Huh?"  
Cross-Culture Issues--Cross-Culture Education (No. 3 of 11): "So that's what you mean!"  
Overstimulation--De-Stress (No. 4 of 11): "I'm tired. I don' wanna have fun!"  
Denial--Alleviate Fear (no. 5 of 11): "Nah, nah, nah!"  
Anxiety--Stabilize and Secure (No. 6 of 11): "What? Where? Watch out? Where? Now? Oh no!"  
Neurosis--Reality Filter or Check (No. 7 of 11): "That was then, and this is then."  
Dissassociation--Trauma Work (No. 8 of 11): "Click...This station is no longer broadcasting...or receiving."  
Learning Dissabilities--Compensation (No. 9 of 11): "Trying hard, harder, and harder..."  
Attention Deficit Hyperactivity Disorder (and Attention Deficit Disorder)--Focus (No. 10 of 11): "Attention wanders..."  
Intoxication and Substance Abuse--Sobriety (No. 11 of 11): "Common adverse effects..."  
 
6. The Victim Dynamic
Why Do You Pick Up Crying Babies?  
Victimized by Victims  
Reversing the Dual Theory of Frailty  
How Victims Are Created  
 
7. Creating Bullies
A Blustering, Browbeating Person  
Bullies, Aggression, and the Search for Self-Esteem  
"Who Are you Looking At!?"  
"Huh? What?"  
 
8. Relational Aggression
"You Can't Come to My Birthday Party"  
What Do You Mean..."We?"  
 
9. Frustration to Resentment to Aggresstion
Lost Self-Esteem  
Bullies With Learning Disabilities  
Bullies With ADHD  
 
10. Arrogance and Entitlement
Bullies With Asperger Syndrome  
Bullies With Gifted Abilities  
 
11. Motivation and Survival
Adult Stress, Frustration, Failure (and Suffering)  
"Or Else What?"  
Internalized Motivation  
Cultural Characteristics of Children With Challenges  
 
Conclusion
The Ninety-Second-a-Day Self-Esteem Prescription Plan  
A Last Thought  
 
References
 
Index

“This is the first text I've read that connected specific disabilities to bullying. The material is informative, relevant, and thought-provoking. A useful tool in understanding the evolution of a bully and the necessity of early, appropriate intervention.”

Karen Thomes, Early Childhood Special Educator
Indian Island School, ME

“What wonderful insight Mah has into the workings of classrooms. This book applies to all children. This is a valuable read for both parents and teachers. I have been in education for over thirty years and found this book very beneficial. I loved the 90-Second-a-Day Self-Esteem Prescription Plan. Thank you!”

Kathy Gallagher, Kindergarten Teacher
St. Margaret Mary Alacoque, St. Louis, MO

"I have been a therapist working primarily with children for more than 20 years, and I'm grateful to see issues about bullying given serious attention. The subtle and often devastating effects of children’s abusive behavior to one another can have enormous ramifications, yet for too long even professional adults have dismissed much of this behavior as being 'normal.' I am glad to see the research and detail that has gone into this book. All bullying needs to be monitored and addressed so children are able to see how their behavior affects others, learn new strategies to interact with peers, and get their needs met in healthier ways.”

Kim Meinke, Licensed Mental Health Counselor

“An honest and thought-provoking discussion exploring ways we can teach and support children to help them develop into capable learners and caring humans. Mah provides straight talk on how inclusion provides benefits but also many hurdles. To be truly inclusive, we have to recognize differences rather than ignore them, while teaching our students to develop better problem-solving and coping skills through strong adult support and reframing their experiences. Whether the victim or bully, all students need a better adult-supported framework for learning to work with their peers."

Michelle Garcia Winner, Speech Language Pathologist and Social Cognitive Specialist
The Social Thinking Center
Key features
  • Chapter-opening vignettes
  • Chapter-ending summaries
  • Informal, inviting writing style
  • Unique look at specific behavioral difficulties

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