Rechazo y victimización al alumnado con necesidad de apoyo educativo en primero de primaria

Referencias bibliográficas

• Al-Yagon, M. y Mikulincer, M. (2004). Patterns of close relationships and socioemotional and academic adjustment among schoolage children with learning disabilities. Learning Disabilities Research and Practice, 19(1), 12-19.
• Asher, S. R. y Dodge, K. A. (1986). Identifying children who are rejected by their peers. Developmental Psychology, 22, 444-449.
• Avilés, J. M. y Monjas, M. I. (2008). Estudio de incidencia de la intimidación y el maltrato entre iguales en la educación secundaria obligatoria mediante el Cuestionario CIMEI (Avilés, 1999), Cuestionario sobre intimidación y maltrato entre iguales. Anales de Psicología, 21(1), 27-41.
• Avramidis, E. (2010). Social relationships of pupils with special educational needs in the mainstream primary class: peer group membership and peerassessed social behaviour. European Journal of Special Needs Education, 25(4), 413-429.
• Bakker, J. T. A. y Bosman, A. M. T. (2003). Selfimage and peer acceptance of dutch students in regular and special education. Learning Disability Quarterly, 26(1), 5-14.
• Bakker, J. T. A., Denessen, E., Bosman, A. M. T., Krijger, E. y Bouts, L. (2007). Sociometric status and selfimage of children with specific and general learning disabilities in dutch general and special education classes. Learning Disability Quarterly, 30(1), 47-62.
• Baydik, B. y Bakkaloglu, H. (2009). Predictors of sociometric status for low socioeconomic status elementary mainstreamed students with and without special needs. Kuram Ve Uygulamada Egitim Bilimleri, 9(2), 435-445.
• Bierman, K. L. (2004). Peer rejection. Developmental, processes and intervention strategies. New York, NY: The Guilford Press.
• Bollmer, J., Milich, R., Harris, M. y Maras, M. (2005). A friend is need: the role of friendship quality as a protective factor in peer victimization and bullying. Journal of Interpersonal Violence, 20(6), 701-12.
• Bourke, S. y Bourgman, I. (2010). Coping with bullying in Australian schools: how children with disabilities experience support from friends, parents and teachers. Disability and Society, 25(3), 359-371.
• Buelga, S., Cava, M. y Musitu, G. (2012). Reputación social, ajuste psicosocial y victimización entre adolescentes en el contexto escolar. Anales de Psicología, 28(1), 180-187.
• Cambra, C. y Silvestre, N. (2003). Students with special educational needs in the inclusive classroom: social integration and selfconcept. European Journal of Special Needs Education, 18(2), 197-208.
• Carter, B. B. y Spencer, V. G. (2006). The fear factor: Bullying and students with disabilities. International Journal of Special Education, 21(1), 11-23.
• Cerezo, F. (2009). La violencia en las aulas. Análisis y propuestas de intervención. Madrid: Pirámide.
• Cerezo, F. y Ato, M. (2010). Estatus social, género, clima del aula y bullying entre estudiantes adolescentes. Anales de Psicología, 26(1), 137-144.
• Cillessen, A. H. N. (2009). Sociometric Methods. En K. H. Rubin, W. Bukowski y B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 82-99). New York, NY: The Guilford Press.
• Cillessen, A. H. N., Bukowski, W. M. y Haselager, G. J. T. (2000). Stability of sociometric categories. En A. H. N. Cillessen y W. M. Bukowski (Eds.), Recent advances in the measurement of acceptance and rejection in the peer system (pp. 75-93). San Francisco, CA: Jossey-Bass Inc.
• Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillsdale, New Jersey, NJ: Lawrence Erlbaum Associates.
• Coie, J. D. (1990). Toward a theory of peer rejection. En S. R. Asher y J. D. Coie (Eds.), Peer rejection in childhood (pp 365-401). Cambridge, England: Cambridge University Press.
• Crick, N. R., Casas, J. F. y Mosher, M. (1997). Relational and overt aggression in preschool. Developmental Psychology, 33(4), 579-587.
• Dixon, R., Smith, P. y Jenks, C. (2004). Bullying and difference: a case study of peer group dynamics in one school. Journal of School Violence, 3(4), 41-58.
• Eguren, P., Gutiérrez, H., Herrero, M. I. y López, J. L. (2006). Maltrato y discapacidad visual. Psicología Educativa, 12 (1), 1135-755.
• Escobar, M., Fernández Baena, F., Miranda, J., Trianes, M. V. y Cowie, H. (2011). Baja aceptación de los iguales e inadaptación emocional/conductual en escolares: Efectos del estrés cotidiano, afrontamiento y sexo. Anales de Psicología, 27(2), 412-417.
• Estell, D. B., Farmer, T. W., Irvin, M. J., Crowther, A., Akos, P. y Boudah, D. J. (2009). Students with exceptionalities and the peer group context of bullying and victimization in late elementary school. Journal of Child and Family Studies, 18(2), 136-150.
• Estell, D. B., Jones, M. H., Pearl, R. y Van Acker, R. (2009). Best friendships of students with and without learning disabilities across late elementary school. Exceptional Children, 76(1), 110-124.
• Estell, D. B., Jones, M. H., Pearl, R., Van Acker, R., Farmer, T. W. y Rodkin, P. C. (2008). Peer groups, popularity, and social preference trajectories of social functioning among students with and without learning disabilities. Journal of Learning Disabilities, 41(1), 5-14.
• Evans, D. Healey, E. C., Kawai, N. y Rowland, S. (2008). Middle school studentś perceptions of a peer who stutters. Journal of Fluency Disorders, 33(3), 203-219.
• Farmer, T. W. (2000). Misconceptions of peer rejection and problem behavior-understanding aggression in students with mills disabilities. Remedial and Special Education, 21(4), 194-208.
• Flynt, S. W. y Morton, R. C. (2004). Bullying and children with disabilites. Journal of Instructional Psychology, 31(4), 330-333.
• Frederickson, N. (2010). Bullying or befriending? Children's responses to classmates with special needs. British Journal of Special Education, 37(1), 4-12
• Frederickson, N. y Furnham, A. F. (2004). Peerassessed behavioural characteristics and sociometric rejection: Differences between pupils who have moderate learning difficulties and their mainstreaming peers. British Journal of Educational Psychology, 74, 391-410.
• Frederikson, N., Simmonds, E., Evans, L. y Soulsby, C. (2007). Assessing the social and affective outcomes of inclusion. British Journal of Special Education, 34(2), 105-115.
• Frostad, P. y Pijl, S. J. (2007). Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education, 22(1), 15-30.
• Gallagher, K. C., Dadisman, K. Farmer, Th. W., Huss, L. y Hutchins, B. C. (2007). Social dynamics of early childhood classrooms: Considerations and implications for teachers, En O. Saracho y B. Spodek (Eds.), Contemporary Perspectives in Early Childhood Education: Vol. 7. Social Learning in Early Childhood Education (pp. 17-48). Greenwich, CT: Information Age Publishing.
• Garaigordobil, M. y Oñederra, J. A. (2010). Inteligencia emocional en las víctimas de acoso escolar y en los agresores. European Journal of Education and Psychology, 3(2), 243-256
• García Bacete, F. J., Jiménez, I., Muñoz, M. V., Monjas, M. I., Sureda, I., Ferrá, P., Martín-Antón, L. J., Marande, G. y Sanchíz, M. L. (2013). Aulas como contextos de aceptación y apoyo para integrar a los alumnos rechazados. Apuntes de Psicología, 31(2), 11-20.
• García Bacete, F. J., Sureda, I. y Monjas, M. I. (2008). Distribución sociométrica en las aulas de chicos y chicas a lo largo de la escolaridad. Revista de Psicología Social, 23(1), 63-74.
• García Bacete, F. J. Sureda, I. y Monjas, M. I. (2010). El rechazo entre iguales en la educación primaria: una panorámica general. Anales de Psicología, 26(1), 123-136.
• Gest, S. D., Rulison, K. L., Davidson, A. J., Welsh, J. A. y Domitrovich, C. E. (2008). A reputation for success (or failure): The association of peer academic reputations with academic selfconcept, effort, and performance across the upper elementary grades. Developmental Psychology, 44(3), 625-636.
• Gifford-Smith, M. E. y Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships and peer networks. Journal of School Psychology, 41, 235-284.
• González, J. y García Bacete, F. J. (2010). Sociomet. Programa para la realización de estudios sociométricos. Madrid: TEA Ediciones.
• Granizo, L., Na, P. y del Barrio, C. (2008). Análisis de las relaciones sociales de los alumnos con Síndrome de Asperger en escuelas integradas de secundaria: un estudio de casos. Revista de Psicodidáctica, 11(2), 281-292.
• GREI (2010). Rechazo entre iguales y dinámica social en el aula: una aproximación multidisciplinar y multimetodológica (Memoria del Proyecto PSI2008-004541). Castellón: Universidad Jaume I de Castelló.
• Harris, M. J. (2009). Bullying, rejection, and peer victimization: A social cognitive neuroscience perspective. New York, NY: Springer.
• Harter, S. y Pike, R. (1983). The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Denver, CO: University of Denver.
• Heinrichs, R. R. (2003). A whole school approach to bullying: Special considerations for children with exceptionalities. Intervention in School and Clinic, 38(4), 195-204.
• Hernández, J. M. y van der Meulen, K. (2010). El maltrato por abuso de poder en el alumnado con trastornos del espectro autista y sus efectos sobre la inclusión. Siglo Cero, 41 (1), 23-40.
• Hugh-Jones, S. y Smith, P. K. (1999). Selfreport of short and long term effects of bullying of children who stammer. British Journal of Educational Psychology, 69 (2), 141-158.
• Jiang, X. L. y Cillessen, A. H. N. (2005). Stability of continous measures of sociometric status: a metaanalysis. Developmental Review, 25, 1-25.
• Juvonen, J. y Grahan, S. (2001) (Eds.). Peer harassment in school. New York, NY: Guilford Press.
• Juvonen, J. y Gross, E. F. (2004). The Social Outcast: Ostracism, Social Exclusion, Rejection, and Bullying. En Williams, K. D., Forgas, J. P. y von Hippel, W. (Eds.), The social outcast: Ostracism, social exclusion, rejection, and bullying. New York, NY: Psychology Press.
• Kaukiainen, A., Salmivallii, C., Lagerspetz, K., Vauras, M., Maki, H. y Poskiparta, E. (2002). Learning difficulties, social intelligence and selfconcept: connections to bullyvictim problems. Scandinavian Journal of Psychology, 43(3), 269-278.
• Kavale, K. y Forness, S. (1996). Social skill deficits and learning disabilities: A metaanalysis. Journal of Learning Disabilities, 29(3), 226-237.
• Kemp, C. y Carter, M. (2002). The social skills and social status of mainstreamed students with intellectual disabilities. Educational Psychology, 22(4), 391-411.
• Koster, M., Pijl, S. J., van Houten, E. y Nakken, H. (2007). The social position and development of pupils with SEN in mainstream Dutch primary schools. European Journal of Special Needs Education, 22(1), 31-46.
• Lease, A. M., Musgrove, K. T. y Axelrod, J. L. (2002). Dimensions of social status in preadolescent peer groups: likability, perceived popularity, and social dominance. Social Development. 11(4), 508-533.
• Lindsay, G., Dockrell, J. E. y Mackie, C. (2008). Vulnerability to bullying in children with a history of specific speech and language difficulties. European Journal of Special Needs Education, 23(1), 1-16.
• Lindsay, S. y McPherson, A. M. (2012). Experiences of social exclusion and bullying al school among children and youth with cerebral palsy. Disability and Rehabilitation, 34(2), 101-109.
• Lucas, B., Pulido, R. y Solbes, I. (2011). Violencia entre iguales en Educación Primaria: el papel de los compañeros y su relación con el estatus sociométrico. Psicothema, 23(2), 245-251.
• Mand, J. (2007). Social position of special needs pupils in the classroom: a comparison between German special schools for pupils with learning difficulties and integrated primary school classes. European Journal of Special Needs Education, 22(1), 7-14.
• Margalit, M. (2004). Secondgeneration research on resilience: Socialemotional aspects of children with learning disabilities. Learning Disabilities Research and Practice, 19(1), 45-48.
• Masten, A. S., Morison, P. y Pellegrini, D. S. (1985). A revised class play method of peer assessment. Developmental Psychology, 21(3), 523-533.
• Meadan, H. y Monda-Amaya, L. E., (2008). Collaboration to promote social competence for students with mild disabilities in the general classroom: A structure for providing social support. Intervention in School and Clinic, 43, 158-167.
• Monchy, M. D., Pijl, S. J. y Zandberg, T. (2004). Discrepancies in judging social inclusion and bullying of people with behaviour problems. European Journal of Special Needs Education, 19(3), 317-330.
• Monjas, M. I. (Dir.) (2008). Cómo promover la convivencia: Programa de asertividad y habilidades sociales (PAHS). Madrid: CEPE. (1a ed., 3a imp.).
• Monjas, M. I. y Avilés, J. M. (2006). Programa de sensibilización contra el maltrato entre iguales. Valladolid: Junta de Castilla y León y REA (Asociación castellanoleonesa para la defensa de la infancia y la juventud). (2a ed. revisada).
• Monjas, M. I. (2009). Acoso entre iguales. El maltrato que sufren, ejercen y observan los menores entre ellos. En Castanyer, O. (Coord.), La víctima no es culpable. (pp. 111-148). Bilbao: DDB.
• Nabuzoka, D. y Smith, P. K. (1993). Sociometric status and social behaviour of children with and without learning difficulties. Journal of Child Psychology and Psychiatry, 34(8), 1435-1448.
• Nakamoto, J. y Schwartz, D. (2010). Is peer victimization associated with academic achievement? A metaanalytic review. Social Development, 19(2), 221-242.
• Nakken, H. y Pijl, S. J. (2002) Getting along with classmates in regular schools: a review of the effects of integration on the development of social relationships. International Journal of Inclusive Education, 6(1), 47-61.
• Norwich, B. y Kelly N. (2004). Pupils' views on inclusion: moderate learning difficulties and bullying in mainstream and special schools. British Educational Research Journal, 30(1), 43-65.
• Nowicki, E. A. (2003). A metaanalysis of the social competence of children with learning disabilities compared to classmates of low and average to high achievement. Learning Disability Quaterly, 26(3), 171-088.
• Olweus, D. (1998). Conductas de acoso y amenaza entre escolares. Madrid: Morata.
• ORDEN EDU/1152/2010, de 3 de agosto, por la que se regula la respuesta educativa al alumnado con necesidad específica de apoyo educativo escolarizado en el segundo ciclo de Educación Infantil, Educación Primaria, Educación Secundaria Obligatoria, Bachillerato y Enseñanzas de Educación Especial, en los centros docentes de la Comunidad de Castilla y León (BOCYL de 13 de agosto).
• Ortega, R. y Mora, J. (2008). Las redes de iguales y el fenómeno del acoso escolar: explorando el esquema dominiosumisión. Infancia y Aprendizaje, 31(4) 515-528.
• Perren, S. y Alsaker, F. D. (2006). Social behavior and peer relationships of victims, bullyvictims and bullies in kindergarten. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 47(1), 45-57.
• Pijl, S. J. (2007). Introduction: the social position of pupils with special needs in regular education. European Journal of Special Needs Education, 22(1), 1-5.
• Pijl, S. J. y Frostad, P. (2010). Peer acceptance and selfconcept of students with disabilities in regular education. European Journal of Special Needs Education, 25(1), 93-105.
• Pijl, S. J., Frostad, P. y Flem, A. (2010). The social position of pupils with special needs in regular schools. Scandinavian Journal of Educational Research, 52(4), 387-405.
• Rose, C. A., Espelage, D. L. y Monda-Amaya, L. E. (2009). Bullying and victimization rates among students in general and special education: A comparative analysis. Educational Psychology, 29(7), 761-776.
• Rose, C. A., Monda-Amaya, L. E. y Espelage, D. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32(2), 114-130.
• Ruijs, N. M. y Peetsma, T. D. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4, 67-79.
• Sabeh, E. y Monjas, M. I. (2002). La aceptación social de niños y niñas con discapacidad. Problemas y posibles soluciones. Siglo Cero, 33(2), 15-26.
• Sánchez, V., Ortega, R. y Menesini, E. (2012). La competencia emocional de agresores y víctimas de "bullying". Anales de Psicología, 28(1), 71-82.
• Savage, R. (2005). Friendship and bullying patterns in children attending a language base in a mainstream school. Educational Psychology in Practice, 21(1), 23-36.
• Scheepstra, A. J. M., Nakken, H. y Pijl, S. J. (1999). Contacts with classmates: the social position of pupils with Down's syndrome in Dutch mainstream education. European Journal of Special Needs Education, 14(3), 212-220.
• Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K. y Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293.
• Symes, W. y Humphrey, N. (2010). Peergroup indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study. School Psychology International, 31(5), 478-494.
• Thompson, D., Whitney, I. y Smith, P. K. (1994). Bullying of children with special needs in mainstream schools. Support for Learning, 9(3), 103-106.
• Vaugham, S., Elbaum, B. E. y Schumm, J. S. (1996). The effects of the inclusion on the social functioning of students with learning disabilities. Journal of Learning Disabilities, 29, 598-608.
• Von Grunigen, R., Perren, S., Nägele, C. y Alsaker, F. D. (2010). Inmigrant childreńs peer acceptance and victimization in kindergarten: The rol of local language competence. The British Psychological Society, 88, 679-697.
• Vuran, S. (2005). The sociometric status of students with disabilities in elementary level integration classes in Turkey. Eurasian Journal of Educational Research, 18, 236-252.
• Warden, D. y MacKinnon, S. (2003). Prosocial children, bullies and victims: An investigation of their sociometric status, empathy and social problemsolving strategies. British Journal of Developmental Psychology, September (367-385).
• Whitney, I., Nabuzoka, D. y Smith, P. K. (1992). Bullying in schools: Mainstream and special needs. Support for Learning, 7(1), 3-7.
• Wojslawowicz, J. C., Rubin, K. H., Bowker, J. C., Booth-LaForce, C., Burgess, K. B. y Rose-Krasnor, L. (2006). Behavioral characteristics associated with stable and fluid best friendship patterns in middle childhood. Merrill-Palmer Quarterly, 52(4), 671-693.