Effect of Bullying on Learners with Autism Spectrum Disorder: A Case of a Selected Special Unit at the Mainstream in Kabwe Zambia

Penda Annie; Chrisness Chimuka

doi:doi:10.11648/j.edu.20241302.15

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Effect of Bullying on Learners with Autism Spectrum Disorder: A Case of a Selected Special Unit at the Mainstream in Kabwe Zambia

Penda Annie^*

, Chrisness Chimuka

Published in Education Journal (Volume 13, Issue 2)

Received: 28 February 2024 Accepted: 18 March 2024 Published: 29 April 2024

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Abstract

This manuscript was a study which focused on the effects of bullying learners with Autism Spectrum Disorder in mainstream. The main objectives of the study were to assess the reasons of bullying learners with autism Spectrum Disorder, to establish how bulling affected learners with autism and to find out interventions the school had to put in place to stop bullying of learners with Autism Spectrum Disorder. The study was conducted at the special unit at the mainstream and homes for learners with autism because that is where these learners were found. The study was qualitative in nature. Thus the instruments for data collection were the focused group discussion for parents, special education teachers, regular teachers and school administrators, structured interview guide for regular and Guidance teacher and lastly observation checklist for parents. The study revealed that the reasons for bulling learners with autism were as a result of failing to socialize with peers, being violent towards friends and having an antisocial behavior, failing to speak properly when with friends and not looking at the person they were talking to. The study also established the negative effects bulling had on these leaners such as increased violence, changing of antisocial behavior from bad to worse, they became more depressed and their low self-esteem became worse too. With regards interventions that were put in place by the school to stop bullying of learners with autism, the school plan helped learners develop and regain their loss of confidence by involving them in school activities such as academic work and giving them simpler work and reward them through praise or giving them something for doing something commendable, by helping them improve on their social interactions through encouraging them to interact more frequently with peers in order to correct their lost confidence. Suggested recommendations from the study includes, putting up a deliberate policy by the school to help autistic learners develop commutative skills, socialize frequently and positively with peers at least every day. Introduction of anti-bullying club at school to make other learners respect and accept these children’s condition without segregation. It was also recommended that the future study on the effects of bulling learners with autism in the mainstream would be necessary to establish more challenges faced by these learners in the mainstream and the research concerning autistic learners should be included in all mainstream schools in central province of Zambia in order to help these learners fully.

Published in	Education Journal (Volume 13, Issue 2)
DOI	10.11648/j.edu.20241302.15
Page(s)	83-90
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Autism Spectrum Disorder, Special Unit, Effect, Mainstream, Bullying

References

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[3]	Chen, P and Schwartz, I. S (2012). Bullying and Victimization experience with Autism spectrum disorders in elementary schools. Focus on Autsm and other Developmental Disabilities. 27(4), 200-212. https://doi.org/10.1177/1088357612459556
[4]	Fekkes, M,. Pijpers, F. L,. and Verloove-Vanhorick, S. P. (2005). Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health research. 20(1), 81-91. A meta-analysis of intervention research. School psychology Quarterly. 23(1), 26-42 https://doi.org/10.1093/her/cyg100
[5]	Humphrey, N. (2008). Including pupils with autistic spectrum disorder in mainstream schools. Wiley: John Wiley and Sons, inc. https://doi.org/10.111/j1467-9604.2007.00367
[6]	Lindsay, J. and Redmand, R. (2017) online global collaboration: Affordances and inhibitors. Canada: University of Queensland.
[7]	Lindsay, S., Meghann, P. Helen, S. and Nicole, T. (2014). Exploring teachers’ strategies for including children with autism spectrum disorder in the mainstream classrooms; International Journal of Inclusive Education. 18(2), 101-122. https://doi.org/10.1080/13603116.2012.758320
[8]	Merrel, K. W,. Gueldner, B. A,. Ross, S. W,. Isava, D. M. (2008). How effective are school bullying intervention programs? A Meta-Analysis of Intervention Research. School Psychology Quarterly Copyright 2008 by the American Psychological Association, Vol. 23, No. 1, 26-42. https://doi.org/10.1037/1045-3830.23.1.26
[9]	Majoko, T. (2013) Challenges in School Guidance and Counseling Services Provision for children with disabilities in Zimbabwean inclusive primary schools. Johannesburg: Universities of South Africa.
[10]	Mandyata J. M, (2002) community and school partnerships in inclusive Education: An educative study of primary schools in Kasama, Zambia. Lusaka: University of Zambia press.
[11]	Ministry of Education (1996) Educating our future. Lusaka: Government press.
[12]	Morita, Y. (2006). Coping with bullying at school: Children’s recommended strategies and attitudes to schoolbased interventions in England and Japan. Aggressive Behavior. 32(6), 570-580.
[13]	Rex, C. (2018). An Anti-Bullying intervention for children with autism Spectrum Disorder. Journal of Autism and Developmental Disorder. 48, 2701-2713.
[14]	Campbell w. k, Adam S. G and Joshua F (2004) Narcission, confidence and Risk attitude Kyushu University, Japan. Journal of Behavioral Decision Making J. Behav. Dec. Making, 17: 1–15. https://doi.org/10.1002/bdm.475
[15]	Debra Leach, and Mary Lou Duffy (2009) supporting students with autism spectrum disorders in inclusive settings, Sage Journals (1): 31-37. https://doi.org/10.1177/1053451209338395
[16]	Hay F. D (2007) the gradual emergence sex differences in aggression; alternatives hypotheses. School OF Psychology, Cardiff university, UK. 37(11): 1527-37. https://doi.org/10.1017/S0033291707000165
[17]	Griffin, R. S and Gross, A. M (2004) childhood bulling: current empirical finding and future directors for research. Science direct, Elsevier Aggression and Violent Behavior 9(4): 379-400. https://doi.org/10.1016/S1359-1789(03)00033-8
[18]	Lindsay, S., Meghann, P. Helen, S. and Nicole, T. (2014). Exploring teachers’ strategies for including children with autism spectrum disorder in the mainstream classrooms; International Journal of Inclusive Education, volume 18, (2) pp 101-122.
[19]	Naicker S (2009) Division of Nephrology University of the Witwatersrand. Johannesburg.
[20]	Humphrey, N and Symes, W. (2011). Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings inclusive education for pupils with autistic spectrum disorder in secondary mainstream schools: Teacher attitude, experience and knowledge. International Journals of inclusive Education. 15(4): 397-419. https://doi.org/10.1177/1362361310387804
[21]	Sciutto, M. J., Terjesen, M. D. and Frank, A. S. B (2000). Teachers’ knowledge and misperceptions of Attention-Deficit/Hyperactivity Disorder. Psychology in the schools, 37, 115-122. Milestone school for child development. New York.
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[23]	Vaillancourt. T, Eric. D, Beckers, Louis. A. S, Jeffrey. N, Cameron. M, and Harriet, M, (2011) Peer victimization, depressive symptoms and high salivary cortisol predict poorer memory in children. Journal of National Library of Medicine. 77(2): 191-9. https://doi.org/10.1016/j.bandc.2011.06.012
[24]	Weber, J (2013) Teachers’ experiences of teaching learners with an Autism Spectrum Disorder (ASD) in the mainstream classroom PDF (researchspace.ukzn.ac.za)

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APA Style

Annie, P., Chimuka, C. (2024). Effect of Bullying on Learners with Autism Spectrum Disorder: A Case of a Selected Special Unit at the Mainstream in Kabwe Zambia. Education Journal, 13(2), 83-90. https://doi.org/10.11648/j.edu.20241302.15

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ACS Style

Annie, P.; Chimuka, C. Effect of Bullying on Learners with Autism Spectrum Disorder: A Case of a Selected Special Unit at the Mainstream in Kabwe Zambia. Educ. J. 2024, 13(2), 83-90. doi: 10.11648/j.edu.20241302.15

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AMA Style

Annie P, Chimuka C. Effect of Bullying on Learners with Autism Spectrum Disorder: A Case of a Selected Special Unit at the Mainstream in Kabwe Zambia. Educ J. 2024;13(2):83-90. doi: 10.11648/j.edu.20241302.15

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@article{10.11648/j.edu.20241302.15,
  author = {Penda Annie and Chrisness Chimuka},
  title = {Effect of Bullying on Learners with Autism Spectrum Disorder: A Case of a Selected Special Unit at the Mainstream in Kabwe Zambia
},
  journal = {Education Journal},
  volume = {13},
  number = {2},
  pages = {83-90},
  doi = {10.11648/j.edu.20241302.15},
  url = {https://doi.org/10.11648/j.edu.20241302.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241302.15},
  abstract = {This manuscript was a study which focused on the effects of bullying learners with Autism Spectrum Disorder in mainstream. The main objectives of the study were to assess the reasons of bullying learners with autism Spectrum Disorder, to establish how bulling affected learners with autism and to find out interventions the school had to put in place to stop bullying of learners with Autism Spectrum Disorder. The study was conducted at the special unit at the mainstream and homes for learners with autism because that is where these learners were found. The study was qualitative in nature. Thus the instruments for data collection were the focused group discussion for parents, special education teachers, regular teachers and school administrators, structured interview guide for regular and Guidance teacher and lastly observation checklist for parents. The study revealed that the reasons for bulling learners with autism were as a result of failing to socialize with peers, being violent towards friends and having an antisocial behavior, failing to speak properly when with friends and not looking at the person they were talking to. The study also established the negative effects bulling had on these leaners such as increased violence, changing of antisocial behavior from bad to worse, they became more depressed and their low self-esteem became worse too. With regards interventions that were put in place by the school to stop bullying of learners with autism, the school plan helped learners develop and regain their loss of confidence by involving them in school activities such as academic work and giving them simpler work and reward them through praise or giving them something for doing something commendable, by helping them improve on their social interactions through encouraging them to interact more frequently with peers in order to correct their lost confidence. Suggested recommendations from the study includes, putting up a deliberate policy by the school to help autistic learners develop commutative skills, socialize frequently and positively with peers at least every day. Introduction of anti-bullying club at school to make other learners respect and accept these children’s condition without segregation. It was also recommended that the future study on the effects of bulling learners with autism in the mainstream would be necessary to establish more challenges faced by these learners in the mainstream and the research concerning autistic learners should be included in all mainstream schools in central province of Zambia in order to help these learners fully.
},
 year = {2024}
}

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TY  - JOUR
T1  - Effect of Bullying on Learners with Autism Spectrum Disorder: A Case of a Selected Special Unit at the Mainstream in Kabwe Zambia

AU  - Penda Annie
AU  - Chrisness Chimuka
Y1  - 2024/04/29
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241302.15
DO  - 10.11648/j.edu.20241302.15
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 83
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PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.edu.20241302.15
AB  - This manuscript was a study which focused on the effects of bullying learners with Autism Spectrum Disorder in mainstream. The main objectives of the study were to assess the reasons of bullying learners with autism Spectrum Disorder, to establish how bulling affected learners with autism and to find out interventions the school had to put in place to stop bullying of learners with Autism Spectrum Disorder. The study was conducted at the special unit at the mainstream and homes for learners with autism because that is where these learners were found. The study was qualitative in nature. Thus the instruments for data collection were the focused group discussion for parents, special education teachers, regular teachers and school administrators, structured interview guide for regular and Guidance teacher and lastly observation checklist for parents. The study revealed that the reasons for bulling learners with autism were as a result of failing to socialize with peers, being violent towards friends and having an antisocial behavior, failing to speak properly when with friends and not looking at the person they were talking to. The study also established the negative effects bulling had on these leaners such as increased violence, changing of antisocial behavior from bad to worse, they became more depressed and their low self-esteem became worse too. With regards interventions that were put in place by the school to stop bullying of learners with autism, the school plan helped learners develop and regain their loss of confidence by involving them in school activities such as academic work and giving them simpler work and reward them through praise or giving them something for doing something commendable, by helping them improve on their social interactions through encouraging them to interact more frequently with peers in order to correct their lost confidence. Suggested recommendations from the study includes, putting up a deliberate policy by the school to help autistic learners develop commutative skills, socialize frequently and positively with peers at least every day. Introduction of anti-bullying club at school to make other learners respect and accept these children’s condition without segregation. It was also recommended that the future study on the effects of bulling learners with autism in the mainstream would be necessary to establish more challenges faced by these learners in the mainstream and the research concerning autistic learners should be included in all mainstream schools in central province of Zambia in order to help these learners fully.

VL  - 13
IS  - 2
ER  -

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Author Information

Penda Annie

Department of Special Education, Kwame Nkrumah University, Kabwe, Zambia

Contact Email

http://orcid.org/0009-0009-9332-8120
Chrisness Chimuka

Department of Special Education, Kwame Nkrumah University, Kabwe, Zambia

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APA Style

Annie, P., Chimuka, C. (2024). Effect of Bullying on Learners with Autism Spectrum Disorder: A Case of a Selected Special Unit at the Mainstream in Kabwe Zambia. Education Journal, 13(2), 83-90. https://doi.org/10.11648/j.edu.20241302.15

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ACS Style

Annie, P.; Chimuka, C. Effect of Bullying on Learners with Autism Spectrum Disorder: A Case of a Selected Special Unit at the Mainstream in Kabwe Zambia. Educ. J. 2024, 13(2), 83-90. doi: 10.11648/j.edu.20241302.15

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AMA Style

Annie P, Chimuka C. Effect of Bullying on Learners with Autism Spectrum Disorder: A Case of a Selected Special Unit at the Mainstream in Kabwe Zambia. Educ J. 2024;13(2):83-90. doi: 10.11648/j.edu.20241302.15

Copy | Download

@article{10.11648/j.edu.20241302.15,
  author = {Penda Annie and Chrisness Chimuka},
  title = {Effect of Bullying on Learners with Autism Spectrum Disorder: A Case of a Selected Special Unit at the Mainstream in Kabwe Zambia
},
  journal = {Education Journal},
  volume = {13},
  number = {2},
  pages = {83-90},
  doi = {10.11648/j.edu.20241302.15},
  url = {https://doi.org/10.11648/j.edu.20241302.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241302.15},
  abstract = {This manuscript was a study which focused on the effects of bullying learners with Autism Spectrum Disorder in mainstream. The main objectives of the study were to assess the reasons of bullying learners with autism Spectrum Disorder, to establish how bulling affected learners with autism and to find out interventions the school had to put in place to stop bullying of learners with Autism Spectrum Disorder. The study was conducted at the special unit at the mainstream and homes for learners with autism because that is where these learners were found. The study was qualitative in nature. Thus the instruments for data collection were the focused group discussion for parents, special education teachers, regular teachers and school administrators, structured interview guide for regular and Guidance teacher and lastly observation checklist for parents. The study revealed that the reasons for bulling learners with autism were as a result of failing to socialize with peers, being violent towards friends and having an antisocial behavior, failing to speak properly when with friends and not looking at the person they were talking to. The study also established the negative effects bulling had on these leaners such as increased violence, changing of antisocial behavior from bad to worse, they became more depressed and their low self-esteem became worse too. With regards interventions that were put in place by the school to stop bullying of learners with autism, the school plan helped learners develop and regain their loss of confidence by involving them in school activities such as academic work and giving them simpler work and reward them through praise or giving them something for doing something commendable, by helping them improve on their social interactions through encouraging them to interact more frequently with peers in order to correct their lost confidence. Suggested recommendations from the study includes, putting up a deliberate policy by the school to help autistic learners develop commutative skills, socialize frequently and positively with peers at least every day. Introduction of anti-bullying club at school to make other learners respect and accept these children’s condition without segregation. It was also recommended that the future study on the effects of bulling learners with autism in the mainstream would be necessary to establish more challenges faced by these learners in the mainstream and the research concerning autistic learners should be included in all mainstream schools in central province of Zambia in order to help these learners fully.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Effect of Bullying on Learners with Autism Spectrum Disorder: A Case of a Selected Special Unit at the Mainstream in Kabwe Zambia

AU  - Penda Annie
AU  - Chrisness Chimuka
Y1  - 2024/04/29
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241302.15
DO  - 10.11648/j.edu.20241302.15
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 83
EP  - 90
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241302.15
AB  - This manuscript was a study which focused on the effects of bullying learners with Autism Spectrum Disorder in mainstream. The main objectives of the study were to assess the reasons of bullying learners with autism Spectrum Disorder, to establish how bulling affected learners with autism and to find out interventions the school had to put in place to stop bullying of learners with Autism Spectrum Disorder. The study was conducted at the special unit at the mainstream and homes for learners with autism because that is where these learners were found. The study was qualitative in nature. Thus the instruments for data collection were the focused group discussion for parents, special education teachers, regular teachers and school administrators, structured interview guide for regular and Guidance teacher and lastly observation checklist for parents. The study revealed that the reasons for bulling learners with autism were as a result of failing to socialize with peers, being violent towards friends and having an antisocial behavior, failing to speak properly when with friends and not looking at the person they were talking to. The study also established the negative effects bulling had on these leaners such as increased violence, changing of antisocial behavior from bad to worse, they became more depressed and their low self-esteem became worse too. With regards interventions that were put in place by the school to stop bullying of learners with autism, the school plan helped learners develop and regain their loss of confidence by involving them in school activities such as academic work and giving them simpler work and reward them through praise or giving them something for doing something commendable, by helping them improve on their social interactions through encouraging them to interact more frequently with peers in order to correct their lost confidence. Suggested recommendations from the study includes, putting up a deliberate policy by the school to help autistic learners develop commutative skills, socialize frequently and positively with peers at least every day. Introduction of anti-bullying club at school to make other learners respect and accept these children’s condition without segregation. It was also recommended that the future study on the effects of bulling learners with autism in the mainstream would be necessary to establish more challenges faced by these learners in the mainstream and the research concerning autistic learners should be included in all mainstream schools in central province of Zambia in order to help these learners fully.

VL  - 13
IS  - 2
ER  -

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