School Violence Experience and Coping of Students with High Functioning Autism Spectrum Disorders in Inclusive Education Environment

Abstract

PURPOSE :The purpose of the this study was to build an understanding of school violence experiences among students with high functioning autism spectrum disorders(HF-ASD) in inclusive education environment and provide basic data to prevent and intervene it. METHOD :Sixteen mothers having a son with HF-ASD were interviewed in-depth and shared their son's experiences. The qualitative research method are used in the collection and analysis of data. RESULT :As a result of this research, 4 categories, 11 sub-categories and 80 concepts are identified. 4 categories are as follows: characteristics of school violence experience, results of school violence experience, the context of school violence occurs, and coping to school violence. CONCLUSION :The result of this study should have a microscopic viewpoint of their suffering and help to identify the needs for school violence prevention and support. It is also to be utilized as a successful coping strategies for HF-ASD and their parent education.

Prevalence of and Factors Associated with School Bullying in Students with Autism Spectrum Disorder: A Cross-Cultural Meta-Analysis

“… 89 A Korean study also reported that victimization in students with other disabilities was more frequent in elementary schools (approximately 8–12 years) than in high schools (approximately 16–18 years). 90 Fewer comorbid conditions (e.g., internalizing and externalizing symptoms) in older children with ASD than in younger children with ASD, 91 along with more coping strategies developed with longer educational and social learning experiences, 92 might have resulted in such an age pattern.…”

Korean autistic persons facing systemic stigmatization from middle education schools: daily survival on the edge as a puppet

“…For example, according to Park et al (15:911), the number of research articles on bullying autistic people by January 2018 in English, Japanese, and Korean was 752, 227, and 20, respectively, which shows that academic concern lags in terms of the number of articles. Despite many researchers interested in autism in these countries, Korean articles focused on either autistic persons' parents (32)(33)(34) or literature analysis (35) and quantitative analysis (36). The status proves the need for research on what is happening in the school life of autistic persons, especially on school violence against autistic pupils in their own words.…”