Journal archive

Abstract: The article is devoted to the problem of violence among children and adolescents. Special stress is laid on one of the vital problems of the modern education system – on discrimination in inclusive school. The article deals with the factors causing bullying in co-education of children with special educational needs and normally developing children. It provides the result of an empirical study of aggressiveness, belonging to the basic roles in a bullying structure, status in a group and predisposition to victim behavior of adolescents with mental retardation on the basis of the following methods: questionnaire ―Level of Aggressiveness‖ of A. Bass and A. Dark (adapted by A.K. Osnitskiy), adapted questionnaire ―School Bullying‖ (by K. Rigby, P. Slee), sociometric test (by G. Moreno), method of assessment of predisposition to victim behavior (by O.O. Andronnikova), and project methods ―Cactus‖ (by M.A. Panfilova) and ―Man in the Rain‖ (by E. Romanova & T. Syt'ko). It has been found that aggression is a risk factor of appearance of destructive phenomena in the given group, and in case of bullying, adolescents with mental retardation are apt to take the position of a victim. The undertaken experiment shows that children with special educational needs display a high possibility of being the object of bullying at school, also because of their high degree of aggressiveness of behavior. The article highlights the necessity of psycho-pedagogical support of children with special educational needs and creation of special programs of prevention and correction of aggression in academic groups of inclusive educational institutions.