Responding to Sexual Harassment in Special Education Settings

Abstract

harassment permeates the culture of American schools. The majority of students report that they have experienced sexual harassment (American Association of University Women [AAUW], 1993, 2001; Dupper & Meyer-Adams, 2002; Shakeshaft et al., 1995; Stein, 1995, 1999; see box, “What Does the Literature Say?”). Few articles about sexual harassment and students with disabilities have appeared in the research literature (Stein, 1999), though our experience shows that sexual harassment occurs among all populations of students. Students with disabilities may lack the social skills and impulse control (Kavale & Forness, 1996) necessary to avoid participating in behavior associated with sexual harassment. These students may also lack the awareness of how their comments and actions affect others. School personnel may have questions about how to appropriately address student behavior that violates the school’s sexual harassment policy, but is related in some way to the student’s identified disability. We must balance the rights of all children to a safe and positive educational environment while also maintaining the rights of students with disabilities. Legal issues related to sexual harassment and special education suggest that special education teachers and administrators must understand what sexual harassment is, how it affects different people, and how to implement appropriate interventions and responses. This article shows how educators can deal with issues of sexual harassment, foster positive social behavior, and support a caring environment that facilitates student achievement.