Akademik Veri Yönetim Sistemi
Educational Process: International Journal, cilt.15, 2025 (Scopus)
Background/purpose. Peer bullying is considered to be the most common type of violence in schools. Individuals with special needs are exposed to peer bullying more than their typically developing peers. For individuals with special needs, this situation can lead to more complex and destructive consequences. In this study, it was aimed to determine the peer bullying experiences of individuals with special needs in the school environment in line with the views of the participants. Materials/methods. Phenomenology, one of the qualitative research designs that focuses on explaining the participants' experiences in the context of the research topic, was used in the study. Five parents of individuals with special needs and five classroom teachers participated in the study. The research data collected through two focus group interviews were analyzed using content analysis. Results. The findings of the research reveal that they are frequently exposed to various types of peer bullying in the school environment and that they have difficulty coping with peer bullying. It was determined that peer bullying negatively affects individuals with special needs, the classroom environment, and the family environment. While the participants utilize different strategies at home and school to prevent peer bullying, they suggest that detailed information on the subject should be included in parent and teacher training to reduce it. Conclusion. As a result, peer bullying experiences frequently encountered by individuals with special needs should be reduced. In this process, it is important to increase the knowledge of classroom teachers, school counselors, and legal sanctions.