Bullying
and Autistic Spectrum Disorder:
A Case for Bully-Victim Intervention in the Inclusive Classroom
Education 6465
Memorial University of Newfoundland
Submitted to: Mary Power
Submitted by: Adele Buckle
Submitted on: June 29, 2014
Table of Contents
A Case for Bully-Victim Intervention in the Inclusive Classroom 3
Bullying: A Description and Its Present Day Execution 3
The Consequences of Bullying 5
Bullying and Autism Spectrum Disorder 6
Bullying and the Inclusive Classroom 7
The Inclusive Classroom and School Climate 9
Future Interventions for the Inclusion of ASD students 11
Conclusion and Implications 11
References 13
A Case for Bully-Victim Intervention in the Inclusive Classroom
Shawn entered the grade 8 classroom, as he did every morning, with his student assistant Kendra by his side. At Kendra’s prompting, Shawn said “good morning’’ to Amy. Shawn liked Amy. Amy had always been kind to him since she had joined their class half way through grade three. As Amy said a cheery “Hi Shawn” back, he knew she liked him too. Amy spent time in the gym before the homeroom bell rang, playing volleyball with him. He knew he couldn’t play as well as her, but she never lost patience with him. She was always in a good mood, laughing and joking, even when he missed the ball and had to run, what seemed like half a mile, to retrieve it. Even this morning, she was happy, as she continued to ask him if he had seen the game last night. Shawn’s hands started to make those jerking motions again, and he sensed his level of frustration rising. Kendra wanted him to say good morning to Philip, but he didn’t really want to. Shawn knew before the day was out Philip would be mocking him and making fun of him. Sometimes Shawn got brave, and told him, “NO Philip”, but Philip never really understood what Shawn meant. He couldn’t have, because he repeatedly made fun of Shawn in front of all the other grade 8 students. It was only homeroom yet, and he couldn’t wait until recess, where he could go to the other classroom - the ‘special place’- with his friends: a place where he didn’t have to be someone else; a protected place where he could be Shawn and Amy could be Amy and all the friends that went to his ‘special place’ were nice to him.
Bullying: A Description and Its Present Day Execution
Bullying is one of the most common forms of abuse experienced among adolescents (Zablotsky, Bradshaw, Anderson and Law, 2014). Bullying can be described as a systematic abuse of power in which “a person or group of people repeatedly say or do mean things to someone on purpose; it typically occurs when there is a power imbalance” (Zablotsky, Bradshaw, Anderson and Law, 2012, p.2). Bullying can encompass a variety of actions, however, the definition of bullying is emphatic – repetitive, negative actions directed towards someone else (van Roekel,&Didden 2009; Sterzing, Shattuck, Narendorf, Wagner and Cooper, 2012; Zablotsky et al., 2012). Perpetrators engage in hurtful activities on purpose. They intentionally victimize those they feel are different from them or different from what they perceive as the norm. Victims suffer as these actions occur again and again.
Since 2003, there have been 41 suicides involving cyberbullying in the United States, Canada, Australia, and the United Kingdom (retrieved from CBC.ca, 2012). More alarming are the statistics that suggest the rate of suicides connected with cyberbullying is increasing: 23 cases of suicide between 2003 and 2011; 18 cases between 2011 and April 2012, when this particular study was conducted (retrieved from CBC.ca, 2012). When compared to other death rates in these four countries, the rate of suicide directly connected to cyberbullying is low. However, the rate is increasing, and this is cause for concern.
“Although cyberbullying is a new and fairly awful modern manifestation of bullying, it is not a cause of suicide” (LeBlanc, retrieved from CBC.ca, 2012). According to John C. LeBlanc (2012), cyberbullying is “only one factor among many … People who are cyberbullied, have, for the most part, been bullied in traditional manners as well” (retrieved from CBC.ca, 2012). Traditional bullying is manifested in a variety of ways: hitting; kicking; shoving and pushing; name calling; spreading rumours; and leaving someone out. As technology and the internet become more readily accessible to adolescents, bullying is evolving into a faceless beast. No longer do perpetrators and victims need to be close in proximity. In fact, no longer do bullies and their targets need to know each other. Social media sites, email and other forms of networking allow for a variety of forms and infinite number of interactions to occur.
The Consequences of Bullying
As described in the case study, the negative interactions that occur between bullies and their victims can have some serious consequences. Shawn’s anxiety increased to levels that served to provoke more bullying from those who viewed him as different from themselves. Philip, in particular, picked up on these cues, and used them to further humiliate his victim. Along with humiliation and anxiety, consequences of bullying can include: decreased levels of self-esteem; depression; self-harming and in some cases, suicidal ideations (Zablotsky et al., 2014). Adolescents who are bullied often have difficulties internalizing and externalizing mental health problems, academic problems and impaired social functioning (Zablotsky et al., 2012, p.179). These consequences of bullying can often lead to emotional and behavioral concerns later in life.
Various studies have been conducted by researchers, but in general, about 30% of school-age children have been involved in bullying, either as bullies, victims, or by-standers (Zablotsky et al., 2014). It is estimated that bullying and victimization rates worldwide vary from 5-38% for girls and 6-41% for boys (van Roekel et al., 2009). In America, the rates are similar: victimization -10.6%, perpetration - 14.8%, and victimization/perpetration - 8.9% (Sinclair, 2012). These statistics tell a sad story. They tell us far too many adolescents go to school each day in an unsafe environment, an environment where either they will get hurt, they will hurt someone else, or both.
Bullying and Autism Spectrum Disorder
Unlike adolescents who have no learning disabilities or special needs, students with Autism Spectrum Disorder are at an increased risk of being bullied. Some researchers put rates of bullying victimization for adolescents with ASD as high as 46.3% in America – a rate substantially higher than that of the general population (Sinclair, 2012). Van Roekel (2009) and his colleagues are vaguer in their findings, however, they too note adolescents with ASD are at a high risk to be bullies or be bullied: 7-94% ASD adolescents have been victims of bullying and 15-46% have been perpetrators of bullying. It is interesting to note that while teachers responded to van Roekel’s surveys with victimization rates as high as 30% and perpetration rates 46%, the students themselves responded by stating with only 17% had experienced bullying and 19% had participated in acts of bullying (van Roekel et al., 2009). Teachers reported more victimization than the victims themselves. Van Roekel’s studies reveal that “adolescents with autism are not able to interpret social situations correctly” (van Roekel et al., 2009, p.64). Because this difference in interpretation exists, the number of bullying incidents reported is often inaccurate, and these students, are in fact, bullied more than victims report.
Adolescents with special needs, and in particular, those with ASD are at an increased level of becoming victims of bullying. Autistic teens are different: they think differently and they act differently - because they are different. They have different needs than other teens. Researchers agree that communication problems, social incompetency and fewer friendships are significant factors in ASD adolescents who fall victim to high school bullies. According to van Roekel et al. (2009), “adolescents may be at increased risk of victimization [because] they have deficits in developing normal social interactions and relationships, as well as deficits in understanding the behavior of others” (p.64). This, in turn, means teens with autism “are not able to interpret social situations correctly, possibly as a result of their less well developed social insight, for example: verbal content, tone, non-verbal behavior with object [or] non-verbal behavior without object” (van Roekel et al., 2009, p.64). This inability to accurately assess situations creates barriers to ASD teens who engage in social relationships with other teens.
While adolescents with ASD are more likely to be bullied than neurotypical adolescents, ASD adolescents with fewer social skills are less likely to experience victimization than those with less social skills. “Compared with adolescents with no conversational ability, adolescents with some level of conversational ability were significantly more likely to be victimized” (Sinclair, 2012, p2). As public schools are slowly migrating to all inclusion learning environments, the fact that ASD teens are no longer protected by the special education setting is a growing concern among educators.
Bullying and the Inclusive Classroom
Adolescents with ASD are less likely to be victims of bullying when they are in the special education setting. According to Humphrey and Symes (2010), this is in part because in a special education environment, autistic students are no longer considered exceptional. They are no longer different from the others in their environment. Humphrey and Symes (2010) also note that because the special education classroom setting has more structure and routine than in a general classroom setting, ASD students are able to learn in a setting with the predictability and consistency that they desire. However, despite the safety and security this setting provides for adolescents with ASD, schools are slowly integrating students with special needs into the regular classroom.
The integration of students with and without disabilities into [the] inclusive classroom setting has been conceptualized as a protective factor because of the greater likelihood of developing social skills through behaviour modelling, increasing acceptance and social anticipation, and reducing negative stereotypes (Sterzing et al., 2012, p.1062). When ASD students are in the general classroom setting and receive the necessary supports, inclusion can be a very positive experience for them.
In theory, the practice of including all students with special needs in the regular classroom is a very positive move towards social equality. However, for students with developmental delays who are not fully integrated into peer groups, inclusion may increase social isolation and thus, rates of victimization (Sterzing et al., 2012). It is essential, therefore, that administrators, teachers and support staff examine their inclusion practices and ensure autistic students are not only in the general classroom setting, but also included in classroom with their peers. True inclusion seems to be the most successful way to ensure a positive impact on the learning of special needs students.
While it is often assumed that “because a student is academically able, they should be able to cope with mainstream school” (Humphrey and Symes, 2010, p.82), this is not always the case. Deficits in social skills can often mean autistic teens do not recognize bullying, or are unable to perceive bullying behavior correctly (van Roekel, 2009). As a result, they lack the ability to understand the intentions of others. This can create barriers as to how students with ASD utilize supports that administrators and teachers may have in place. Other barriers that often inhibit autistic students from seeking supports in are already in place may be their inability to communicate, a lack of trust and a desire for solitude, the lack of positive relationships with peers and a difficulty establishing and maintaining positive relationships (Humphrey and Symes, 2010). Teachers who are aware of the difficulties ASD students have creating relationships are able to stimulate communication with students and slowly gain their trust and confidence.
Along with increased inclusion practices come not only concerns in creating positive relationships, but also concerns of student confidentiality and diagnostic disclosure. Like any other student, teens with autism have a right to privacy and confidentiality. Disclosure of student diagnosis has the potential of isolating students with ASD more than they already are, increasing their vulnerability of being victimized (Humphrey and Symes, 2010). As a result, autistic students often withdraw from social activities and escape to a world of isolation. Students with ASD need to feel safe and a part of the activities while in the general classroom setting. They need to be more than present; they need to be totally included. Diagnostic disclosure, when done with wisdom, honesty and understanding can create empathetic students.
The Inclusive Classroom and School Climate
Gus (2000) reports on success of a ‘Circle of Friends’ model in peer understanding in relation to a pupil with ASD (as cited Humphrey and Symes, 2010, p.6). As per our case study, Shawn’s grade 8 classroom teacher has created a similar model with the Autism Friendship Club. Non-ASD students in the club spend time before the morning bell, recess and lunch time with their autistic peers. They are provided with the safety and security of their own private room (a small unused classroom) where couches and tables provide a relaxed setting. Students in the club play board and electronic games, conversations about the day’s events, and play a variety of instruments at their leisure. With mainstream influences shut out, empathetic and understanding peers who have been educated about the cause can engage in non-academic, fun and social activities. This interaction helps students in the mainstream develop an understanding for autistic students and their needs, and encourages autistic teens to interact with peers of their own age.
‘Circle of Friends’ and the ‘Autism Friendship Club’ are made possible when schools have a positive school climate. Zablotsky et al. (2012) point out that “because children with ASD generally lack strong peer group supports, they may rely more heavily on parents and school staff to help them combat bullying (p.179). A common element that is often associated with school climate is the level of parental involvement in school-based activities and schooling in general. School culture can be defined as the “shared beliefs of what is desirable” (Glickman, Gordon and Ross-Gordon, 2010, p.179). Administrators, teachers, and parents who work together enable themselves to create a strong relationship between all stakeholders, and thus a healthy school culture. Glickman et al. (2010) continues by reminding educators that “if members know what the organization stands for, if they know what standards they uphold, they are more likely to make decisions that uphold these decisions” (p.179). Unfortunately, parents who are “less involved in school activities tend to have a more negative view of school, and feel they are less influential in combating bullying” (Zablotsky et al., 2012, p. 181). Parents are able to help combat bullying and provide a safe and caring atmosphere when administrators and teachers encourage parents to play an active role in improving the schooling experience of their autistic children (Zablotsky et al., 2012).
Future Interventions for the Inclusion of ASD students
Providing ASD students, as with all students, with a safe and caring learning environment involves more than the autistic students, their parents and their teachers. A school-wide anti-bullying campaign has the potential of reducing risk of victimization, especially when it includes a variety of stakeholders: their peers and the community at large. Colourful, eye-catching informational posters hung in classrooms, corridors, the cafeteria and gym can all serve as reminders that school is a bully-free zone. Local community groups such as Community Youth Network and the police can provide students with workshops and presentations that bring awareness to the dark side of bullying, the horrible side of victimization and that neither side is a side to be on. Finally, it is important to note that, while all teachers receive some training in bully prevention, bullying and victimization, teachers still require adequate resources to continually provide students with a safe learning environment. To ensure anti-bullying measures are in place teachers require training and participation in the development and implementation of anti-bullying policies and inclusion programs. Staff and teacher training to identify students who may be at additional risk of victimization is essential in order for anti-bullying efforts to be effective. These interventions help to raise awareness of the needs of ASD students by promoting knowledge, empathy and equality. When all students, regardless of their differences or special needs, are seen as equals, they are no longer in a situation of power imbalance with their peers. As a result, they are less likely to be victims of repetitive, negative actions.
Conclusion and Implications
The findings of this academic research confirm that children with Autism Spectrum Disorder (ASD) are at an increased risk of being victimized by bullies. To ensure ASD students are fully included in both academic and social classroom activities, it is imperative that peers, teachers, administrators, parents and community leaders all share the responsibility of providing effective and timely supports. These findings suggest future work should focus on “developing peer acceptance and understanding, as this may have the most crucial influence on the success or failure of inclusion for this particular group of learners” (Humphrey and Symes, 2010, p.87). In doing so, future bullying interventions will inadvertently address the higher rates of bullying of children with ASD and create a school culture conducive to higher academic learning and quality of life.
References
Cyberbullying-Linked Suicides Rising (2012). Retrieved from http://www.cbc.ca/news/technology/cyberbullying-linked-suicides-rising-study-says-091.1213435
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010).SuperVision and Instructional Leadership: A developmental approach. Boston, MA: Pearson.
Humphrey, Neil, & Symes, Wendy. (2010). Responses to bullying and use of social support among pupils with autistic spectrum disorders (ASDs) in mainstream schools: a qualitative study. Journal of Research in Special Education Needs, 10(2), 82-90. doi:10.1111/j.1471-3802.2010.01146.x
Sinclair, L. (2012) Bullying Interventions Should Address Core Autism Deficits. Psychiatric news 47(21), 15.
Sterzing, Paul R., Shattuck, Paul T., Narendorf, Sarah C., Wagner, Mary, & Cooper, Benjamin P. (2012). Bullying Involvement and Autism Spectrum Disorders: Prevalence and Correlates of Bullying Involvement among Adolescents with and Autism Spectrum Disorder. Archives of Pediatrics and Adolescent Medicine 166(11), 1058-64. doi:10:1001/archpediatrics.2012.790.
van Roekel, Eeske, Scholte, Ron H. J. &Didden, Robert (2009). Bullying Among Adolescents With Autism Spectrum Disorders: Prevalence and Perception. Journal of Autism and Developmental Disorders 40(1), 63-73.
Zablotsky, Benjamin, Bradshaw, Catherine P., Anderson Connie M., & Paul Law, (2012). Involvement in Bullying among Children with Autism Spectrum Disorders: Parents’ Perspective on the Influence of School Factors. Behavioral Disorders 37(3), 179-191.
Zablotsky, Benjamin, Catherine P. Bradshaw, Connie M. Anderson & Paul Law, (2014).Risk Factors for Bullying Among Children with Autism Spectrum Disorders.Autism, 18(4), 419-427. doi:10.1177/136236131477920
A Case for Bully-Victim Intervention in the Inclusive Classroom
Education 6465
Memorial University of Newfoundland
Submitted to: Mary Power
Submitted by: Adele Buckle
Submitted on: June 29, 2014
Table of Contents
A Case for Bully-Victim Intervention in the Inclusive Classroom 3
Bullying: A Description and Its Present Day Execution 3
The Consequences of Bullying 5
Bullying and Autism Spectrum Disorder 6
Bullying and the Inclusive Classroom 7
The Inclusive Classroom and School Climate 9
Future Interventions for the Inclusion of ASD students 11
Conclusion and Implications 11
References 13
A Case for Bully-Victim Intervention in the Inclusive Classroom
Shawn entered the grade 8 classroom, as he did every morning, with his student assistant Kendra by his side. At Kendra’s prompting, Shawn said “good morning’’ to Amy. Shawn liked Amy. Amy had always been kind to him since she had joined their class half way through grade three. As Amy said a cheery “Hi Shawn” back, he knew she liked him too. Amy spent time in the gym before the homeroom bell rang, playing volleyball with him. He knew he couldn’t play as well as her, but she never lost patience with him. She was always in a good mood, laughing and joking, even when he missed the ball and had to run, what seemed like half a mile, to retrieve it. Even this morning, she was happy, as she continued to ask him if he had seen the game last night. Shawn’s hands started to make those jerking motions again, and he sensed his level of frustration rising. Kendra wanted him to say good morning to Philip, but he didn’t really want to. Shawn knew before the day was out Philip would be mocking him and making fun of him. Sometimes Shawn got brave, and told him, “NO Philip”, but Philip never really understood what Shawn meant. He couldn’t have, because he repeatedly made fun of Shawn in front of all the other grade 8 students. It was only homeroom yet, and he couldn’t wait until recess, where he could go to the other classroom - the ‘special place’- with his friends: a place where he didn’t have to be someone else; a protected place where he could be Shawn and Amy could be Amy and all the friends that went to his ‘special place’ were nice to him.
Bullying: A Description and Its Present Day Execution
Bullying is one of the most common forms of abuse experienced among adolescents (Zablotsky, Bradshaw, Anderson and Law, 2014). Bullying can be described as a systematic abuse of power in which “a person or group of people repeatedly say or do mean things to someone on purpose; it typically occurs when there is a power imbalance” (Zablotsky, Bradshaw, Anderson and Law, 2012, p.2). Bullying can encompass a variety of actions, however, the definition of bullying is emphatic – repetitive, negative actions directed towards someone else (van Roekel,&Didden 2009; Sterzing, Shattuck, Narendorf, Wagner and Cooper, 2012; Zablotsky et al., 2012). Perpetrators engage in hurtful activities on purpose. They intentionally victimize those they feel are different from them or different from what they perceive as the norm. Victims suffer as these actions occur again and again.
Since 2003, there have been 41 suicides involving cyberbullying in the United States, Canada, Australia, and the United Kingdom (retrieved from CBC.ca, 2012). More alarming are the statistics that suggest the rate of suicides connected with cyberbullying is increasing: 23 cases of suicide between 2003 and 2011; 18 cases between 2011 and April 2012, when this particular study was conducted (retrieved from CBC.ca, 2012). When compared to other death rates in these four countries, the rate of suicide directly connected to cyberbullying is low. However, the rate is increasing, and this is cause for concern.
“Although cyberbullying is a new and fairly awful modern manifestation of bullying, it is not a cause of suicide” (LeBlanc, retrieved from CBC.ca, 2012). According to John C. LeBlanc (2012), cyberbullying is “only one factor among many … People who are cyberbullied, have, for the most part, been bullied in traditional manners as well” (retrieved from CBC.ca, 2012). Traditional bullying is manifested in a variety of ways: hitting; kicking; shoving and pushing; name calling; spreading rumours; and leaving someone out. As technology and the internet become more readily accessible to adolescents, bullying is evolving into a faceless beast. No longer do perpetrators and victims need to be close in proximity. In fact, no longer do bullies and their targets need to know each other. Social media sites, email and other forms of networking allow for a variety of forms and infinite number of interactions to occur.
The Consequences of Bullying
As described in the case study, the negative interactions that occur between bullies and their victims can have some serious consequences. Shawn’s anxiety increased to levels that served to provoke more bullying from those who viewed him as different from themselves. Philip, in particular, picked up on these cues, and used them to further humiliate his victim. Along with humiliation and anxiety, consequences of bullying can include: decreased levels of self-esteem; depression; self-harming and in some cases, suicidal ideations (Zablotsky et al., 2014). Adolescents who are bullied often have difficulties internalizing and externalizing mental health problems, academic problems and impaired social functioning (Zablotsky et al., 2012, p.179). These consequences of bullying can often lead to emotional and behavioral concerns later in life.
Various studies have been conducted by researchers, but in general, about 30% of school-age children have been involved in bullying, either as bullies, victims, or by-standers (Zablotsky et al., 2014). It is estimated that bullying and victimization rates worldwide vary from 5-38% for girls and 6-41% for boys (van Roekel et al., 2009). In America, the rates are similar: victimization -10.6%, perpetration - 14.8%, and victimization/perpetration - 8.9% (Sinclair, 2012). These statistics tell a sad story. They tell us far too many adolescents go to school each day in an unsafe environment, an environment where either they will get hurt, they will hurt someone else, or both.
Bullying and Autism Spectrum Disorder
Unlike adolescents who have no learning disabilities or special needs, students with Autism Spectrum Disorder are at an increased risk of being bullied. Some researchers put rates of bullying victimization for adolescents with ASD as high as 46.3% in America – a rate substantially higher than that of the general population (Sinclair, 2012). Van Roekel (2009) and his colleagues are vaguer in their findings, however, they too note adolescents with ASD are at a high risk to be bullies or be bullied: 7-94% ASD adolescents have been victims of bullying and 15-46% have been perpetrators of bullying. It is interesting to note that while teachers responded to van Roekel’s surveys with victimization rates as high as 30% and perpetration rates 46%, the students themselves responded by stating with only 17% had experienced bullying and 19% had participated in acts of bullying (van Roekel et al., 2009). Teachers reported more victimization than the victims themselves. Van Roekel’s studies reveal that “adolescents with autism are not able to interpret social situations correctly” (van Roekel et al., 2009, p.64). Because this difference in interpretation exists, the number of bullying incidents reported is often inaccurate, and these students, are in fact, bullied more than victims report.
Adolescents with special needs, and in particular, those with ASD are at an increased level of becoming victims of bullying. Autistic teens are different: they think differently and they act differently - because they are different. They have different needs than other teens. Researchers agree that communication problems, social incompetency and fewer friendships are significant factors in ASD adolescents who fall victim to high school bullies. According to van Roekel et al. (2009), “adolescents may be at increased risk of victimization [because] they have deficits in developing normal social interactions and relationships, as well as deficits in understanding the behavior of others” (p.64). This, in turn, means teens with autism “are not able to interpret social situations correctly, possibly as a result of their less well developed social insight, for example: verbal content, tone, non-verbal behavior with object [or] non-verbal behavior without object” (van Roekel et al., 2009, p.64). This inability to accurately assess situations creates barriers to ASD teens who engage in social relationships with other teens.
While adolescents with ASD are more likely to be bullied than neurotypical adolescents, ASD adolescents with fewer social skills are less likely to experience victimization than those with less social skills. “Compared with adolescents with no conversational ability, adolescents with some level of conversational ability were significantly more likely to be victimized” (Sinclair, 2012, p2). As public schools are slowly migrating to all inclusion learning environments, the fact that ASD teens are no longer protected by the special education setting is a growing concern among educators.
Bullying and the Inclusive Classroom
Adolescents with ASD are less likely to be victims of bullying when they are in the special education setting. According to Humphrey and Symes (2010), this is in part because in a special education environment, autistic students are no longer considered exceptional. They are no longer different from the others in their environment. Humphrey and Symes (2010) also note that because the special education classroom setting has more structure and routine than in a general classroom setting, ASD students are able to learn in a setting with the predictability and consistency that they desire. However, despite the safety and security this setting provides for adolescents with ASD, schools are slowly integrating students with special needs into the regular classroom.
The integration of students with and without disabilities into [the] inclusive classroom setting has been conceptualized as a protective factor because of the greater likelihood of developing social skills through behaviour modelling, increasing acceptance and social anticipation, and reducing negative stereotypes (Sterzing et al., 2012, p.1062). When ASD students are in the general classroom setting and receive the necessary supports, inclusion can be a very positive experience for them.
In theory, the practice of including all students with special needs in the regular classroom is a very positive move towards social equality. However, for students with developmental delays who are not fully integrated into peer groups, inclusion may increase social isolation and thus, rates of victimization (Sterzing et al., 2012). It is essential, therefore, that administrators, teachers and support staff examine their inclusion practices and ensure autistic students are not only in the general classroom setting, but also included in classroom with their peers. True inclusion seems to be the most successful way to ensure a positive impact on the learning of special needs students.
While it is often assumed that “because a student is academically able, they should be able to cope with mainstream school” (Humphrey and Symes, 2010, p.82), this is not always the case. Deficits in social skills can often mean autistic teens do not recognize bullying, or are unable to perceive bullying behavior correctly (van Roekel, 2009). As a result, they lack the ability to understand the intentions of others. This can create barriers as to how students with ASD utilize supports that administrators and teachers may have in place. Other barriers that often inhibit autistic students from seeking supports in are already in place may be their inability to communicate, a lack of trust and a desire for solitude, the lack of positive relationships with peers and a difficulty establishing and maintaining positive relationships (Humphrey and Symes, 2010). Teachers who are aware of the difficulties ASD students have creating relationships are able to stimulate communication with students and slowly gain their trust and confidence.
Along with increased inclusion practices come not only concerns in creating positive relationships, but also concerns of student confidentiality and diagnostic disclosure. Like any other student, teens with autism have a right to privacy and confidentiality. Disclosure of student diagnosis has the potential of isolating students with ASD more than they already are, increasing their vulnerability of being victimized (Humphrey and Symes, 2010). As a result, autistic students often withdraw from social activities and escape to a world of isolation. Students with ASD need to feel safe and a part of the activities while in the general classroom setting. They need to be more than present; they need to be totally included. Diagnostic disclosure, when done with wisdom, honesty and understanding can create empathetic students.
The Inclusive Classroom and School Climate
Gus (2000) reports on success of a ‘Circle of Friends’ model in peer understanding in relation to a pupil with ASD (as cited Humphrey and Symes, 2010, p.6). As per our case study, Shawn’s grade 8 classroom teacher has created a similar model with the Autism Friendship Club. Non-ASD students in the club spend time before the morning bell, recess and lunch time with their autistic peers. They are provided with the safety and security of their own private room (a small unused classroom) where couches and tables provide a relaxed setting. Students in the club play board and electronic games, conversations about the day’s events, and play a variety of instruments at their leisure. With mainstream influences shut out, empathetic and understanding peers who have been educated about the cause can engage in non-academic, fun and social activities. This interaction helps students in the mainstream develop an understanding for autistic students and their needs, and encourages autistic teens to interact with peers of their own age.
‘Circle of Friends’ and the ‘Autism Friendship Club’ are made possible when schools have a positive school climate. Zablotsky et al. (2012) point out that “because children with ASD generally lack strong peer group supports, they may rely more heavily on parents and school staff to help them combat bullying (p.179). A common element that is often associated with school climate is the level of parental involvement in school-based activities and schooling in general. School culture can be defined as the “shared beliefs of what is desirable” (Glickman, Gordon and Ross-Gordon, 2010, p.179). Administrators, teachers, and parents who work together enable themselves to create a strong relationship between all stakeholders, and thus a healthy school culture. Glickman et al. (2010) continues by reminding educators that “if members know what the organization stands for, if they know what standards they uphold, they are more likely to make decisions that uphold these decisions” (p.179). Unfortunately, parents who are “less involved in school activities tend to have a more negative view of school, and feel they are less influential in combating bullying” (Zablotsky et al., 2012, p. 181). Parents are able to help combat bullying and provide a safe and caring atmosphere when administrators and teachers encourage parents to play an active role in improving the schooling experience of their autistic children (Zablotsky et al., 2012).
Future Interventions for the Inclusion of ASD students
Providing ASD students, as with all students, with a safe and caring learning environment involves more than the autistic students, their parents and their teachers. A school-wide anti-bullying campaign has the potential of reducing risk of victimization, especially when it includes a variety of stakeholders: their peers and the community at large. Colourful, eye-catching informational posters hung in classrooms, corridors, the cafeteria and gym can all serve as reminders that school is a bully-free zone. Local community groups such as Community Youth Network and the police can provide students with workshops and presentations that bring awareness to the dark side of bullying, the horrible side of victimization and that neither side is a side to be on. Finally, it is important to note that, while all teachers receive some training in bully prevention, bullying and victimization, teachers still require adequate resources to continually provide students with a safe learning environment. To ensure anti-bullying measures are in place teachers require training and participation in the development and implementation of anti-bullying policies and inclusion programs. Staff and teacher training to identify students who may be at additional risk of victimization is essential in order for anti-bullying efforts to be effective. These interventions help to raise awareness of the needs of ASD students by promoting knowledge, empathy and equality. When all students, regardless of their differences or special needs, are seen as equals, they are no longer in a situation of power imbalance with their peers. As a result, they are less likely to be victims of repetitive, negative actions.
Conclusion and Implications
The findings of this academic research confirm that children with Autism Spectrum Disorder (ASD) are at an increased risk of being victimized by bullies. To ensure ASD students are fully included in both academic and social classroom activities, it is imperative that peers, teachers, administrators, parents and community leaders all share the responsibility of providing effective and timely supports. These findings suggest future work should focus on “developing peer acceptance and understanding, as this may have the most crucial influence on the success or failure of inclusion for this particular group of learners” (Humphrey and Symes, 2010, p.87). In doing so, future bullying interventions will inadvertently address the higher rates of bullying of children with ASD and create a school culture conducive to higher academic learning and quality of life.
References
Cyberbullying-Linked Suicides Rising (2012). Retrieved from http://www.cbc.ca/news/technology/cyberbullying-linked-suicides-rising-study-says-091.1213435
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