Associating disabilities, school environments, and child victimization

Child Abuse & Neglect
Ko Ling ChanPatrick Ip

Abstract

Inclusive education has become one of the key policy objectives for the education for children with disabilities in recent decades. However, its effectiveness in promoting happy school life among those children has been questioned. In this study, we aimed to provide a detailed profile of the associations between disabilities and child victimization, and to examine the effects of school environments on those associations. We conducted a cross-sectional survey with a sample of 4114 school-aged children (6-18 years), who were receiving primary or secondary education in Hong Kong in 2016-2017. Children's experiences of 7 types of victimization in the past year, status of disabilities, type of school attending, and other demographic factors were captured with questionnaire completed by the children or their parents. Apart from descriptive statistics, we conducted logistic regression analyses to examine the associations between disabilities, types of school, and child victimization. Children with ADHD, internalizing disorder, autistic spectrum disorder, and restrictions in body movement were at higher risks of victimization while other types of disabilities were not. Children attending special schools were at lower risks of victimiza...Continue Reading

Citations

Feb 13, 2020·Journal of Interpersonal Violence·Shanna K KattariBrendon T Holloway
Jul 2, 2020·Journal of Interpersonal Violence·Mogens Nygaard Christoffersen
Jun 30, 2019·International Journal of Environmental Research and Public Health·Lisa Hellström

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