This study undertakes a comparative analysis of the victim experiences among senior-high-school and vocational-highschool

students with disabilities as compared to their ordinary counterparts, a topic relatively underexplored within the domain

of school bullying research. Given the heightened prevalence of school bullying during adolescence and the predominant focus

of existing studies on primary and secondary school students, there exists a paucity of research pertaining to senior-high-school

and vocational-high-school students, particularly those with disabilities. The advent of integrated education, aimed at fostering

the inclusion of students with disabilities within mainstream educational settings, underscores the significance of understanding

the victimization dynamics specific to this demographic. Despite international studies highlighting the elevated incidence of

victim experience among students with disabilities, empirical research within Taiwan remains scant, predominantly comprising

qualitative interviews or simplistic statistical analyses that lack methodological rigor. Therefore, this study aims to address

this gap by conducting a comparative analysis of the victim experiences among senior-high-school and vocational-high-school

students with disabilities and their ordinary peers. By elucidating the pathways through which victim experience occurs among

students with disabilities, this study seeks to provide insights into the unique challenges faced by this demographic and inform

targeted intervention strategies aimed at fostering safer and more inclusive educational environments.

This study uses Cohen and Felson´s (1979) routine activity theory as the theoretical basis for the victimization of school

bullying in students with disabilities. The theory of daily activities points out that the crime rate varies due to the aggregation of

a specific person, a specific object, and a specific time and space. The theory holds that the reason why a crime occurs is that a

specific perpetrator who wants to commit a crime and has the ability to commit a crime finds a suitable specific object under the

conditions of visibility, accessibility, value, defensiveness, etc., and in the absence of the inhibitor who deters the occurrence of

crime, the three elements converge to produce a criminal behavior. Students with disabilities have low frustration tolerance, low

academic performance, poor social skills, and little interpersonal interaction. They may lose control when they are frustrated,

which leads them annoying in school. Furthermore, they are despised by their peers due to low academic performance, disliked

by their peers due to poor communication skills, and have no friends due to lack of social interaction. It is very much in line

with the specific victim of the occurrence of crime in the theory of daily activities.

less than 4% of the student population, making it challenging to assemble a sufficiently diverse sample encompassing various

disability types. To address this gap, this study draws upon the methodological approach employed by Glueck and Glueck

(1950), which involved a nearly 1:1 census method for sample collection. Specifically, senior-high-school and vocational-highschool

students with disabilities in the Taoyuan and Hsinchu regions were surveyed. This comprehensive sampling strategy

ensured representation across all 13 categories of disabilities, encompassing a spectrum of conditions such as mild intellectual

disabilities, autism, academic challenges, and sensory impairments including auditory, visual, and language disorders.

Additionally, emotional disabilities, physical impairments, cerebral palsy, developmental delays, and multiple disabilities were

among the categories included, facilitating a nuanced examination of the victim experiences among students with diverse

disability profiles.

Research investigating the phenomenon of bullying victimization in educational settings has consistently highlighted the

critical role of prompt intervention in mitigating its recurrence. When schools neglect to promptly address instances of bullying

or fail to effectively intervene, victims often find themselves at heightened risk of enduring further victimization. Existing

literature predominantly derives from qualitative inquiries, which provide valuable insights into the complex dynamics of

bullying experiences but are limited in their ability to quantify the prevalence and impact of these occurrences. Consequently,

there remains a notable dearth of quantitative investigations specifically addressing the aforementioned observations. Thus,

there is a pressing need for further empirical research utilizing quantitative methodologies to comprehensively examine the

implications of delayed or inadequate intervention strategies on the likelihood of recurrent victimization among affected

individuals. Does bullying experience improve the victim experience? According to the fact that there is always a moment

when the victim of bullying cannot bear it, the angry victim will eventually fight hard and hit the bully, which will increase the

chance of the bully turning into the victim. However, the impact of bullying experience on the victim experience is still rarely

quantitatively tested.

In summary, the overarching research inquiries guiding this study encompass a comprehensive examination of various

dimensions of victim experiences among senior-high-school and vocational-high-school students with disabilities, juxtaposed

against their ordinary counterparts. The delineated research questions are multifaceted and strategically formulated to elucidate

the intricate dynamics underlying the victimization phenomenon within educational contexts. Firstly, by designating ordinary

students as the control group, the study aims to accurately scrutinize the victim experience among students with disabilities,

thereby providing invaluable insights into the distinct challenges they encounter within the school environment. Moreover, the

research endeavors to delve into the complex pathways through which diverse factors may influence the victim experiences

of students with disabilities, thereby shedding light on the multifarious determinants that shape their vulnerability to bullying

incidents. Additionally, the investigation seeks to empirically ascertain the impact of both prior bullying experiences and

ongoing victim encounters on the overall victim experience trajectory of students, thereby offering a nuanced understanding of

the cumulative effects of these adverse experiences. Through a meticulous exploration of these interrelated research questions,

the study endeavors to contribute substantively to the extant literature on victim experience among students, particularly

those with disabilities, and to inform the development of targeted interventions aimed at fostering safer and more inclusive

educational environments.

In this study, high school students with disabilities in Taoyuan and Hsinchu areas were used as the treatment group,

ordinary students as the control group. The results of multiple regression analysis were as follows: compared with ordinary

students, students with disabilities had higher victim experience on campus than ordinary students, and even after controlling for

background and intervening variables, the victim experience of students with disabilities was still higher than that of ordinary

students, which confirmed the view that students with disabilities had higher victim experience. In addition, this study brought

together the factors that had an impact on victim experience in the past as intervening variables to explore the impact path

of victim experience in students with disabilities in one go. It was confirmed that students with disabilities had higher victim

experience than ordinary students, and it was also found that students with disabilities had victim experience because they were

affected by some intervening factors such as family, school, physical, and mental health. For example, the authoritarian and

authoritative discipline of the parents of disabled students is high, and the path of victim experience is high. The path of family

support for students with disabilities is low and the path of victim experience is high. The school response of students with disabilities is poorer, and the higher inferiority and the path of victim experience is higher. At the same time, it also proves that

the experience of bullying and victim experience have a positive impact on the victim experience of both disabled and ordinary

students. That is, whether it is the experience of victims or the experience of bullying, it will increase the chance of victim

experience. Finally, based on the research results, specific suggestions were put forward for the prevention of victim experience

of students with disabilities.