Abstract:

This research aims to determine the views of special education and preschool teachers regarding peer bullying experienced by students requiring special education. The phenomenological pattern, a qualitative research approach, was employed in this study. The research group consisted of 63 teachers, including special education and preschool teachers. Data for the research were collected through interviews and surveys. The data were analyzed using descriptive analysis by forming themes and sub-themes. As a result of the research, it was revealed that students requiring special education are frequently subjected to bullying behavior, mostly assuming the role of the victim in these behaviors. According to the responses given by special education and preschool teachers, it is observed that students requiring special education are considered to be victims of verbal bullying to a high extent. It was concluded that peer bullying experienced by individuals requiring special education increases with the level of class and differs based on gender. Teachers emphasized the significance of increasing awareness-raising activities to combat bullying behaviors. In this context, in special education, the individual needs of each student differ. Therefore, students’ specific needs must be considered when determining solutions for preventing and addressing peer bullying. Special education programs should focus on equipping students with social skills. Improving skills such as communication, empathy, and problem-solving can help students establish healthier relationships with their peers.

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