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Peer bullying among children with autism spectrum disorder in formal education settings: Data from Turkey
(Elsevier Sci Ltd, 2020) Eroglu, Mehtap; Kilic, Birim Gunay
Background: Children with an autism spectrum disorder (ASD) may be vulnerable to social isolation and bullying victimisation. We investigated frequency and types of bullying and its as- Autism spectrum disorders sociation with severity of ASD. Method: We compared bullying victimisation and perpetration levels between children with ASD (n = 45), those with mild intellectual disability (ID) (n = 40) and typically-developing (TD) Intellectual disability children (n = 46). Children receiving formal education as inclusive students in primary or secondary schools in Ankara were included in the ASD and ID groups. Results: Both the ASD and ID groups experienced more victimisation through verbal and emotional bullying than the TD group. There was no significant difference in the frequency of bullying perpetration between the groups. All groups were victimised mostly by their own male classmates and in the absence of their teacher from the classroom. There was a positive correlation between bullying victimisation and severity of ASD. Conclusions: Teachers, parents, and physicians should take responsibility to protect children with special needs against peer bullying, as their risk for peer bullying is higher than for TD children.