| Summary: | This study explores bullying targeting students with intellectual disability, specifically the extent to which they are subjected to bullying during their intermediate school years. Utilizing students’ personal experiences, it identifies the patterns of bullying behavior to which they are exposed by their neurotypical peers, and its repercussions. The study employs a qualitative approach with eight female student participants with intellectual disability enrolled in intermediate stage special classes attached to inclusive schools. The research finds that all of the participants experienced bullying during their time in intermediate school. The most prominent forms of which were physical and verbal bullying. The study reports that the bullying the students were subjected to by their neurotypical peers caused embarrassment, tears, anger, nervousness, feelings of oppression, withdrawal, and a preference for associating others with a disability, rather than their neurotypical peers. The study's participants suggested ways to minimize bullying, including the promotion of neurotypical students’ respect and appreciation for their peers with a disability, and recommended that administrators, teachers, counsellors, and parents play an active role in guiding neurotypical students to respect and value students with intellectual disability.
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