Bullying hacia estudiantes con necesidades educativas especiales: reflexiones críticas y retos para la inclusión

Gloria Anabel Alcívar Pincay; Auxiliadora  Mendoza Cevallos; Karen Elisa Corral Joza

Autores/as

Anabel Alcívar-Pincay Universidad Laica Eloy Alfaro de Manabí
Auxiliadora Mendoza Cevallos Universidad Laica Eloy Alfaro de Manabí
Karen Corral Joza Universidad Laica Eloy Alfaro de Manabí

Palabras clave:

Bullying, discapacidad, Inclusión educativa, necesidades educativas especiales

Resumen

Este artículo analiza el bullying discriminatorio hacia estudiantes con necesidades educativas especiales y/o discapacidad como manifestación de capacitismo estructural. A partir de una revisión narrativa crítica de la literatura empírica internacional bajo el modelo socio-ecológico, se constata que: (a) la victimización entre este alumnado es de 1,5 a 4 veces mayor —y hasta 282 % superior cuando la discapacidad es el blanco explícito—; (b) el perfil víctima-agresor y los daños académicos, psicológicos y sociales resultan más severos y persistentes que en el acoso no discriminatorio; y (c) la pasividad de los espectadores consolida normas escolares que naturalizan la exclusión. El fenómeno se intensifica al confluir con otros ejes de estigma (género, etnia, orientación sexual, pobreza), demostrando que la vulnerabilidad proviene de desigualdades acumuladas y no de la diversidad funcional per se. Se concluye que las respuestas efectivas deben articularse en tres niveles simultáneos —estructural, interpersonal e intrapersonal— y que las políticas han de elaborarse con la participación directa del alumnado con NEE/D, para que la escuela transite de una lógica de gestión de “casos especiales” a un horizonte de justicia inclusiva.

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