introduction
Bullying is a serious problem that affects many students, especially those with special needs. Students with autism spectrum disorder (ASD) are more likely to be bullied than their peers, which can have negative consequences for their mental health and academic performance. But how does the way teachers include students with ASD in the classroom affect their risk of being bullied? A recent study explored this question and found some interesting results.
What is High-Functioning Autism?
High-functioning autism (HFA) is a term used to describe people with ASD who have normal or above-average intelligence and can communicate verbally. However, they still face challenges in social interaction, communication, and behavior. They may have difficulty understanding social cues, expressing emotions, or adapting to changes. They may also have specific interests or hobbies that they are passionate about.
What is Inclusive Education?
Inclusive education is a policy that aims to provide equal opportunities for all students, regardless of their abilities or disabilities, to learn together in the same school environment. Inclusive education involves adapting the curriculum, teaching methods, and classroom practices to meet the diverse needs of students. For students with ASD, this may include providing individualized support, using visual aids, or facilitating peer interactions.
What is the Link Between Inclusive Education and Bullying?
The study investigated how the classroom practices of teachers who teach students with HFA in primary school relate to the victimization of these students by their peers. The researchers surveyed 143 teachers who completed two questionnaires: one that measured their use of inclusive education practices for students with ASD, and another that measured the frequency and type of bullying that students with HFA experience.
The results showed that 34.3% of teachers observed that students with HFA are at higher risk of being bullied than typically developing students. The most common forms of bullying were verbal (e.g., name-calling, teasing, or mocking) and relational (e.g., excluding, ignoring, or spreading rumors). The researchers also found that some inclusive education practices were associated with lower or higher rates of bullying. For example, teachers who used more visual aids, such as pictures, symbols, or charts, reported less bullying of students with HFA. On the other hand, teachers who used more group work or cooperative learning reported more bullying of students with HFA.
What are the Implications of the Study?
The study suggests that inclusive education is not a one-size-fits-all solution for students with ASD. While some practices may benefit students with HFA, others may expose them to more bullying. Therefore, teachers need to be aware of the potential risks and benefits of different classroom practices and adjust them according to the needs and preferences of each student. Moreover, teachers need to create a positive and supportive classroom climate that fosters respect, empathy, and friendship among all students. By doing so, they can help prevent bullying and promote the well-being and academic success of students with HFA.
FAQ
What are the advantages and disadvantages of inclusive education for students with HFA?
Inclusive education can provide students with HFA with equal opportunities to learn together with their peers, access the general curriculum, and develop their academic and social skills. However, inclusive education can also pose some challenges for students with HFA, such as coping with the demands and expectations of the mainstream classroom, adjusting to the diversity and complexity of the social environment, and dealing with the risk of bullying and victimization.
What were the main challenges that teachers faced in implementing inclusive education practices for students with HFA?
The study reported that teachers faced several challenges in implementing inclusive education practices for students with HFA, such as:
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- Lack of adequate training and support on how to teach and include students with ASD in the classroom.
- Lack of sufficient time and resources to plan and deliver differentiated instruction and assessment for students with diverse needs.
- Lack of effective collaboration and communication among teachers, parents, and specialists involved in the education of students with ASD.
- Lack of awareness and acceptance of the characteristics and needs of students with ASD among other students, teachers, and school administrators.
What is the Autism Inclusion Questionnaire (AIQ)?
The AIQ is a tool that measures the extent to which teachers use inclusive education practices for students with ASD in the classroom. It consists of 27 items that cover four domains: curriculum adaptation, instructional methods, classroom environment, and social interaction. Teachers rate each item on a 5-point Likert scale from 1 (never) to 5 (always).
What is the theoretical framework of the study and how does it relate to the research questions?
The study is based on the social-ecological model of bullying (Swearer et al., 2012 ), which proposes that bullying is influenced by multiple factors at different levels of the social system, such as the individual, the peer group, the school, and the community. The study aims to examine how one of these factors, namely the classroom practices of teachers, affects the victimization of students with HFA by their peers.
How did the researchers measure the frequency and type of bullying that students with HFA experience?
The researchers used a questionnaire that was adapted from the Revised Olweus Bully/Victim Questionnaire (Olweus, 1996 ) and modified to suit the characteristics of students with HFA. The questionnaire consisted of 15 items that asked teachers to report how often and in what ways students with HFA were bullied by their peers in the past month. The items covered four types of bullying: verbal, physical, relational, and cyber.
How can teachers prevent and address bullying of students with HFA in the classroom?
Teachers can prevent and address bullying of students with HFA by using a variety of strategies, such as:
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- Creating a positive and supportive classroom climate that fosters respect, empathy, and friendship among all students.
- Providing individualized support and guidance to students with HFA, such as helping them understand and follow social norms, teaching them coping and assertiveness skills, and encouraging them to seek help when needed.
- Adapting the curriculum, instructional methods, and classroom practices to meet the diverse needs and preferences of students with HFA, such as using visual aids, differentiating instruction, and offering choices and flexibility.
- Promoting peer interactions and collaboration among students with HFA and their classmates, such as facilitating peer tutoring, mentoring, or buddy systems, organizing group work or cooperative learning activities, and involving students in extracurricular or social events.
- Monitoring and intervening in bullying incidents, such as identifying and reporting the bullies, protecting and supporting the victims, and applying appropriate consequences and sanctions.
What are the benefits of using visual aids for students with HFA?
Visual aids, such as pictures, symbols, or charts, can help students with HFA understand and remember information better. They can also reduce their anxiety and stress by providing clear and consistent expectations and routines. Visual aids can also enhance their communication and social skills by supporting their verbal and nonverbal expressions.
What are the challenges of using group work or cooperative learning for students with HFA?
Group work or cooperative learning can be difficult for students with HFA because they may have trouble with social interaction, communication, and behavior. They may not know how to initiate or maintain conversations, share ideas, or cooperate with others. They may also have difficulty with following rules, taking turns, or resolving conflicts. These challenges can make them more vulnerable to bullying by their peers.
What are the recommendations of the study for improving the inclusion and well-being of students with HFA?
The study suggested some recommendations for improving the inclusion and well-being of students with HFA, such as:
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- Providing more professional development and guidance for teachers on how to use evidence-based practices and strategies for teaching and including students with ASD in the classroom.
- Providing more individualized and flexible support and accommodation for students with HFA, such as modifying the curriculum, using visual aids, and offering choices and options.
- Providing more opportunities and scaffolding for students with HFA to interact and cooperate with their peers, such as using peer tutoring, mentoring, or buddy systems, and organizing group work or cooperative learning activities that promote positive interdependence and social skills.
- Providing more anti-bullying education and intervention for all students, teachers, and school staff, such as raising awareness and empathy for students with ASD, implementing clear rules and policies against bullying, and creating a safe and supportive school climate.
What are the strengths and weaknesses of the study and how do they affect the quality and credibility of the research?
The study has some strengths and weaknesses that affect the quality and credibility of the research. Some of the strengths are:
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- The study addresses a relevant and important topic that has implications for the education and well-being of students with HFA.
- The study uses a valid and reliable instrument (the AIQ) to measure the inclusive education practices of teachers for students with ASD.
- The study uses a theoretical framework (the social-ecological model of bullying) to guide the research questions and the data analysis.
- The study reports the results in a clear and comprehensive manner and provides detailed information and references for the readers.
Some of the weaknesses are:
- The study uses a small and non-random sample that may limit the validity and generalizability of the results.
- The study relies on teachers’ reports of bullying, which may not reflect the actual experiences of students with HFA.
- The study does not examine the role of other factors that may influence bullying, such as the characteristics of the bullies, the bystanders, or the school context.
- The study does not explore the mechanisms and processes that explain how inclusive education practices affect bullying of students with HFA.
Source:
https://link.springer.com/content/pdf/10.1007/s42380-023-00208-3.pdf