Aspectos motivacionales del acoso a niños con necesidades especiales en el proceso educativo
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.02.20Palabras clave:
motivación del acoso escolar, educación especial, educación inclusiva, niños con necesidades educativas especiales, prevención familiar y escolarResumen
Este estudio examina los principales factores motivacionales que conducen al acoso escolar contra niños con necesidades educativas especiales, tanto en entornos educativos inclusivos como especializados. La investigación empleó una encuesta estructurada en la que participaron 40 personas con experiencia relevante en educación inclusiva. El análisis reveló que el comportamiento agresivo en el entorno escolar suele estar condicionado por influencias sociales externas, en particular la dinámica entre compañeros y la exposición a los medios digitales. Otros factores que contribuyen a este fenómeno son la inadecuación psicológica de los agresores y las respuestas inadecuadas de los adultos en el contexto educativo. La victimización se asocia frecuentemente con la limitada capacidad de autodefensa y los retos de integración social a los que se enfrentan los alumnos con necesidades especiales. El estudio no encontró diferencias significativas en la prevalencia del acoso escolar entre los distintos modelos educativos, lo que sugiere que la cultura escolar y el apoyo institucional son más influyentes que el tipo de entorno escolar. Para una prevención eficaz es necesaria una comunicación sistemática entre las partes interesadas y la identificación temprana de los comportamientos de acoso por parte de profesionales cualificados. Los resultados subrayan la necesidad de abordar las motivaciones subyacentes al acoso escolar para diseñar estrategias de intervención sostenibles.
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Derechos de autor 2025 Anna Zamsha, Alla Dushka, Iryna Omelchenko, Vadym Kobylchenko
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
