Perceptions of Social Support and Experience of Bullying among Pupils with Autistic Spectrum Disorders in Mainstream Secondary Schools

Autor/inn/en	Humphrey, Neil; Symes, Wendy
Titel	Perceptions of Social Support and Experience of Bullying among Pupils with Autistic Spectrum Disorders in Mainstream Secondary Schools
Quelle	In: European Journal of Special Needs Education, 25 (2010) 1, S.77-91 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Inclusive Schools; Bullying; Autism; Dyslexia; Foreign Countries; Social Isolation; Educational Policy; Pervasive Developmental Disorders; Teacher Student Relationship; Peer Relationship; Parent Child Relationship; At Risk Students; Incidence; Comparative Analysis; Secondary School Students; Social Support Groups; Check Lists; Educational Environment; United Kingdom (England) + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Mobbing; Autismus; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Ausland; Soziale Isolation; Politics of education; Bildungspolitik; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Vorkommen; Sekundarschüler; Social support; Soziale Unterstützung; Checkliste; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	In line with current educational policy on inclusive education, the number of pupils with autistic spectrum disorders (ASD) attending mainstream schools is increasing. However, concerns remain about their experiences in school. In particular, previous research has suggested that such pupils are at an increased risk of social exclusion. In light of this, the aim of the current study was to examine the level of social support received and the frequency of bullying experienced by adolescents with ASD. Our sample comprised 40 pupils with ASD, 40 pupils with dyslexia, and a reference group of 40 pupils with no identified special educational needs (SEN), matched by age and gender (and, for the ASD and dyslexic groups, the stage of the SEN Code of Practice). The sample was drawn from 12 mainstream secondary schools in the north-west of England. Participants completed the Social Support Scale for Children and the My Life in School Checklist. Our analyses indicated that pupils with ASD experienced higher frequency of bullying and lower levels of social support from parents, classmates and friends than either pupils with dyslexia or those without SEN. Interestingly, no differences were observed in the level of social support received from teachers. Analyses examining the relationship between social support and bullying indicated that the receiving support from classmates was the most important means of reducing the frequency of bullying. This was also the aspect of social support on which pupils with ASD scored lowest. The implications of these findings for educational policy and practice in relation to pupils with ASD are discussed. (Contains 3 tables, 2 figures and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10