SOCIAL, FAMILY, AND SCHOOL FACTORS IN THE EXPRESSION OF AGGRESSIVE BEHAVIOR IN CHILDREN AND ADOLESCENTS WITH DISABILITIES: CONTEMPORARY APPROACHES IN SPECIAL EDUCATION AND SOCIAL INCLUSION

Theodoula Tsodoulou, Paschalina Chatzipetrou, Kyriakos Tsodoulos

Abstract


Aggressive behavior in children and adolescents with disabilities is a complex psychosocial phenomenon which significantly affects their development, social adjustment, quality of life, educational progress, and the social inclusion process of children with disabilities. Although disability does not constitute a causal factor for aggressive behavior, the communication difficulties, the experiences of social exclusion, prejudices, and environmental limitations can contribute to the development of aggressive reactions. The purpose of this article is to theoretically investigate the factors associated with the emergence of aggression in children and adolescents with disabilities, with a particular emphasis on the role of family, school, and social interactions. Through the synthesis of Greek and international literature, the importance of inclusive education, family support, and social acceptance for the prevention and addressing of aggression is highlighted. The results indicate that developing positive social relationships and implementing holistic interventions can contribute substantially to improving the psychosocial adjustment of individuals with disabilities.

Keywords


disability, aggression, special needs education, inclusive education, social inclusion, family

Full Text:

PDF

References


Adler, A. (2024). Understanding human nature: The psychology of personality. BoD-Books on Demand. Retrieved from https://books.google.ro/books/about/Understanding_human_nature_the_psycholog.html?id=W7wCEQAAQBAJ&redir_esc=y

Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic journal of studies in educational policy, 6(1), 7-16. https://doi.org/10.1080/20020317.2020.1729587

Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1, pp. 33-52). Englewood Cliffs, NJ: Prentice-Hall. Retrieved from https://books.google.ro/books/about/Social_Learning_Theory.html?id=IXvuAAAAMAAJ&redir_esc=y

Dollard, J., Coob, L., Miller, N. E., Mowrer, O. H., & Sears, R. (1939). Frustration and aggression. Yale University. Press, New Haven. Retrieved from https://archive.org/details/frustrationaggre00doll

Emerson, E., & Einfeld, S. L. (2011). Challenging behaviour. Cambridge University Press. Retrieved from https://books.google.ro/books/about/Challenging_Behaviour.html?id=orgMzQdy2PIC&redir_esc=y

Guralnick, M. J. (2011). Why early intervention works: A systems perspective. Infants & Young Children, 24(1), 6-28. https://doi.org/10.1097/iyc.0b013e3182002cfe

Kontopoulou, M. (2007). The child and psychosocial difficulties. Gutenberg.

Landrum, T. J. (2024). Emotional and behavioral disorders. In Handbook of special education (pp. 301-326). Routledge. Retrieved from https://psycnet.apa.org/record/2025-37356-015

Rattaz, C., Michelon, C., Munir, K., & Baghdadli, A. (2018). Challenging behaviours at early adulthood in autism spectrum disorders: Topography, risk factors and evolution. Journal of Intellectual Disability Research, 62(7), 637-649. https://doi.org/10.1111/jir.12503

Oliver, M. (2023). The social model of disability. In Social work (pp. 137-140). Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781003178699-26/social-model-disability-mike-oliver

Polychronopoulou, S. (2010). Children and adolescents with special needs and abilities. Athens.

Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32(2), 114-130. https://doi.org/10.1177/0741932510361247

Slee, R., & Tomlinson, S. (2018). Inclusive education isn't dead, it just smells funny. Routledge. https://doi.org/10.4324/9780429486869

UNESCO. (2020). Global education monitoring report 2020: Inclusion and education-all means all. UN. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000373724

WHO. (2022). Health topics. World Health Organization: Geneva, Switzerland. Retrieved from https://www.who.int/health-topics

Zoniou-Sideri, A. (2000). Inclusion: Utopia or reality? The educational and political dimension of the inclusion of students with special needs. Ellinika Grammata.




DOI: http://dx.doi.org/10.46827/ejes.v13i8.6932

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Theodoula Tsodoulou, Paschalina Chatzipetrou, Kyriakos Tsodoulos

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).