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Understandings and Experiences of Bullying: Impact on Students on the Autism Spectrum*

Published online by Cambridge University Press:  28 September 2017

Beth Saggers ,
Marilyn Campbell ,
Julie Dillon-Wallace ,
Jill Ashburner ,
Yoon-Suk Hwang ,
Suzanne Carrington  and
Megan Tones
Beth Saggers*
Affiliation:
Queensland University of Technology, Australia
Marilyn Campbell
Affiliation:
Queensland University of Technology, Australia
Julie Dillon-Wallace
Affiliation:
Queensland University of Technology, Australia
Jill Ashburner
Affiliation:
Autism Queensland, Australia
Yoon-Suk Hwang
Affiliation:
Kalyana Mitta Sangha, Australia
Suzanne Carrington
Affiliation:
Queensland University of Technology, Australia
Megan Tones
Affiliation:
Queensland University of Technology, Australia
*
Correspondence: Beth Saggers, Faculty of Education, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Qld 4059, Australia. Email: [email protected]
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Abstract

In this qualitative study, we explored the perspectives of 10 adolescents with a diagnosis of autism spectrum disorder (ASD) and their experiences of bullying. Through individual semistructured interviews, they were asked to describe their understandings and experiences of bullying. Details of their experiences are described as well as the perceived impact on the students and their schooling. Data analysis revealed a number of common experiences including high rates of traditional bullying and more specifically verbal bullying, with fewer incidents of cyberbullying reported. In support of literature in the area, the results of the study indicate that bullying can be a significant inhibitor, which may prevent students with ASD from taking full advantage of their schooling. Listening to and reflecting on the voices and personal stories of adolescent students with ASD is critically important for developing more supportive approaches to their education and needs. The reports of bullying by students on the autism spectrum emphasises the need for more effective interventions and management strategies to be implemented in a whole-school approach as well as targeted strategies to prevent bullying experiences for this particular population of students.

Keywords

autism spectrum disorderchildren at riskschool-based interventionsbullyingcyberbullyingwhole-school approachstudent voice
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 41 , Issue 2 , December 2017 , pp. 123 - 140
Copyright
Copyright © The Author(s) 2017 

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Footnotes

*

This manuscript was accepted under the Editorship of Umesh Sharma.

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