This American study carried out In-depth interviews conducted separately with 13-year-olds with autism spectrum disorder (ASD), intellectual disability (ID), or typical development (TD) and their mothers investigated the experiences of victimization in the form of bullying. Higher internalizing problems and conflict in friendships were found to be significant predictors of victimization, according to both youth- and mother-reports. These predictors were found to be more salient than ASD status alone. Implications for practice are discussed.
If you work in a mainstream or special needs school, you will inevitably come across instances of bullying from time to time. Pupils with an autism spectrum disorder (ASD) are at particular risk of being bullied. This booklet helps you to understand why this is the case and provides strategies and ideas for promoting understanding of ASDs among staff and pupils, tackling and reducing bullying incidents and supporting pupils with an ASD who have been bullied.
The purpose of this Australian paper was to examine human resource management (HRM) innovation programs in the early stages of employment for workers with an intellectual disability (WWID). Findings showed that the participants displayed more confidence and independence in their ability and exhibited aspirations to advance and succeed in their roles.
Reduced cognitive empathy may put autistic people at risk for bullying. This American study compared interpretations of bullying provided by 22 autistic and 15 non-autistic college students. Autistic (and non-autistic) students reported less severe bullying in college relative to earlier in development. Chronic bullying was associated with improvements in self-descriptions and self-acceptance. Autistic students who were chronically bullied were more likely to self-identify as autistic when asked to explain their
disability. Autistic and non-autistic students demonstrated similar levels of cognitive empathy, providing no evidence that a “double empathy problem” contributes to bullying for all autistic individuals. Findings suggest that recovery from bullying can contribute to resilience and that autistic people gain insights about bullying and how to overcome it with development.
This article highlights the importance of the Whole School Approach to bullying in dealing with disablist bullying, and includes recommendations and suggestions both for the school at large and for specific students on the autism spectrum who are potential victims of bullying,
The Anti Bullying Alliance went to speak to disabled young people and asked them about what they think schools could do to prevent and respond to bullying of disabled children and young people and those with SEN. This is what they told them. In this clip we hear what key words the young people thought should be used to stop this type of bullying.
Peer advocacy is a program centered around inclusion and designed to educate students on speaking out on behalf of students with intellectual, developmental, or other disabilities. It is is a unique approach that empowers students to protect those targeted by bullying and to provide social inclusion opportunities. In this article from Pacer, Anna, a Sophomore in College recalls her time in the Peer Advocacy programme and how it has impacted on her life.
Easy Read Guide from the National Safeguarding Committee of the Health & Safety Executive in Ireland working with people who are over the age of 18, who may be at risk of abuse. It outlines the various forms of abuse, what their rights are, encouraging them on actions they should take and who to contact.