Carrington, S., Campbell, M., Saggers, B., Ashburner, J., Vicig, F., Dillon-Wallace, J. & Hwang, Y. (2017). Recommendations of school students with autism spectrum disorder and their parents in regard to bullying and cyberbullying prevention and intervention. International Journal of Inclusive Education,21(10), R. Slee. 1045-1064. United Kingdom: Routledge. Retrieved from https://doi.org/10.1080/13603116.2017.1331381
Accumulating evidence suggests that the prevalence of bullying is significantly higher for students with Autism Spectrum Disorder (ASD) than for typically developing students. Additionally, the prominence and growth of social networking and resultant focus on cyberbullying in the last 10 years has added a new dimension to the traditional definitions, environments and experiences of bullying. This paper describes current anti-bullying strategies and the legal climate in regard to bullying in Australia. It then reports on interviews with 10 students with ASD and their parents, and discusses recommendations based on their perceptions for dealing with bullying in schools. Data analysis indicated that both students and parents made a range of recommendations to increase awareness of bullying; improve policies and procedures that can be more clearly communicated to students, teachers and parents; and support programmes that develop communication and relationship building within families and in schools to both prevent bullying and provide coping strategies to deal with bullying if it occurs. Parents also called for schools to give harsher penalties for offenders, particularly repeat offenders. These student and parent recommendations may contribute to the development of school and government policy and practice to help reduce the incidence of all forms of bullying in schools.
Institute for Learning Sciences and Teacher Education
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