Objective: This research aims to delve deeper into the experiences and characteristics of bullying among students with disabilities. Theoretical Framework: Theories of social learning, social systems, and power imbalance help explain the underlying mechanisms of bullying in this context. Additionally, research has identified different roles of participation (victim, bully, bully-victim) and has highlighted the importance of disability characteristics in the experience of bullying. Method: Using a mixed-methods and naturalistic approach, surveys and interviews were conducted using the EBIPQ-SEND, a validated instrument for identifying involvement in bullying associated with special educational needs. The sample includes 15 students with disabilities aged 12 to 18. Results and Discussion: The results offer a perspective from the participants' voices on their understanding of the phenomenon, the types, roles, and consequences of bullying experienced by the group with disabilities. They invite us to strengthen the body of research that allows us to understand this harmful dynamic of school coexistence, in order to offer an effective response and promote educational inclusion. Implications of the Research: The implications of this research on bullying and disability are profound and multifaceted. By revealing the greater vulnerability of students with disabilities to bullying, this research highlights the urgent need to implement specific prevention and protection measures in educational settings. Originality/Value: The originality and value of this research lie in its contribution to shedding light on the issue of bullying towards students with disabilities, a group that has been historically underrepresented in studies on bullying.
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