Reshaping Perspectives: Addressing Bullying and Social Stigma at Dakpema Mainstream School in the Tamale Metropolis
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Bullying of learners with special needs within inclusive educational environments has gained significant attention in recent years due to its detrimental impact on the overall well-being and academic performance of this vulnerable population. This study sought to address the intricacies of bullying and Social Stigma of learners with special educational needs (SEN) at Dakpema Mainstream School in the Tamale Metropolis. The research employed a mixed-method approach, the research investigated the occurrence, underlying factors, consequences, and mitigation interventions associated with bullying. Eighty-five (85) participants, including Students (n=70), Regular Classroom Teachers (n=9), Special Unit Teachers (n=3), and Heads of Streams (n=3), were involved in the study through a combination of simple random and purposive sampling techniques. The quantitative facet of the study employed a questionnaire to gather data from the respondents. Quantitative data was analyzed using the SPSS (Version 23) descriptive analysis tool to elucidate statistical patterns, facilitating a comprehensive understanding of the intricate relationship between reduced academic achievements and instances of bullying. The qualitative segment of the research employed interviews and focus group discussions to delve into the nuanced experiences and perceptions of students and educators. Through the data analysis, the study identified various contributing factors to bullying, including social exclusion, lack of understanding, profound emotional and academic consequences faced by students with special needs as a result of bullying, and the absence of effective communication channels. The findings also shed light on the multifaceted nature of this issue and offer insights into the challenges faced by students with special needs within inclusive educational frameworks. These insights provide valuable guidance for educators, policymakers, and stakeholders in fostering a more inclusive and supportive educational ecosystem.
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