Cyberbullying among students with intellectual and developmental disability in special education settings.
OBJECTIVE
To explore the types, prevalence and associated variables of cyberbullying among students with intellectual and developmental disability attending special education settings.


METHODS
Students (n = 114) with intellectual and developmental disability who were between 12-19 years of age completed a questionnaire containing questions related to bullying and victimization via the internet and cellphones. Other questions concerned sociodemographic characteristics (IQ, age, gender, diagnosis), self-esteem and depressive feelings.


RESULTS
Between 4-9% of students reported bullying or victimization of bullying at least once a week. Significant associations were found between cyberbullying and IQ, frequency of computer usage and self-esteem and depressive feelings. No associations were found between cyberbullying and age and gender.


CONCLUSIONS
Cyberbullying is prevalent among students with intellectual and developmental disability in special education settings. Programmes should be developed to deal with this issue in which students, teachers and parents work together.
Didden
Robert
R
Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands. r.didden@pwo.ru.nl
Scholte
Ron H J
RH
Korzilius
Hubert
H
de Moor
Jan M H
JM
Vermeulen
Anne
A
O'Reilly
Mark
M
Lang
Russell
R
Lancioni
Giulio E
GE
D000293:Adolescent; D000367:Age Factors; D040421:Cell Phone; D019548:Crime Victims / Q000523:psychology*; D003863:Depression / Q000523:psychology; D002658:Developmental Disabilities / Q000523:psychology*; D004519:Education, Special; D005260:Female; D006801:Humans; D007360:Intelligence; D020407:Internet; D008297:Male; D012649:Self Concept; D012737:Sex Factors; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires; D055815:Young Adult