A coordinated response to bullying of and among children with mild to moderate intellectual disabilities within the context of the child protection system

Abstract

This study responded to the identified need for research to develop a guideline for a coordinated Child Protection Service (CPS) response to protect children with mild to moderate Intellectual Disabilities (IDs) from bullying. Framed within the bio-ecological systems theory, three research questions guided the study, namely: 1) What is the nature of the bullying of and among children with mild to moderate IDs? 2) What formal and informal systems should be included in a coordinated response to address the bullying of and among children with mild to moderate IDs? 3) What components for both preventing and responding effectively to the bullying of and among children with mild to moderate IDs should be included within the CPS? Guided by these questions, the first aim of the research was to explore and describe the nature of the bullying of and among children with mild to moderate IDs. The second aim was to identify formal and informal systems to include in a coordinated response, and the third aim was to identify and operationalise the components for both preventing and responding effectively to the bullying of and among these children.