Agresja i przemoc szkolna doświadczana przez uczniów i uczennice z lekką niepełnosprawnością intelektualną w trzech formach kształcenia. Studium różnicy płci
Aggression and school violence experienced by students with mild intellectual disability in three forms of education. Gender difference in studies

Summary/Abstract: Aggression and school violence have been a permanent feature of every school. Experiencing this phenomenon negatively affects the development of every person. How often it is experienced depends on many factors, including gender and disability. Among children most exposed to peer victimization, there are students with mild intellectual disabilities who, due to their developmental deficits, are more likely to become victims. The conducted research is an attempt to answer the question whether there are differences in the level of experiencing school aggression and violence between girls and boys with mild intellectual disability attending the fourth and fifth grades of special schools, mainstream schools and integrated classes. The obtained research results lead to a discussion on the extent to which the “gender effect” and “disability effect” influence the experience of aggression and school violence in students with mild intellectual disability learning in various forms of educational organization. The presented results will be the basis for a discussion on overt and covert mechanisms of reproducing the gender difference in educational institutions.

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