| Abstrakt: |
The aim of this research is to investigate the reality of bullying on students with autism spectrum disorder in the integration schools from the point of view of their teachers in Al-Qunfudah governorate. Additionally, the study aims to identify statistically significant differences in teachers' perceptions of the level of bullying based on the following variables: gender, academic qualification, teaching experience, and training courses. To achieve this goal, a descriptive survey methodology was employed, and a questionnaire consisting of 35 statements was designed to measure the level of bullying and the factors contributing to it, as well as how to eliminate bullying against integrated students. The questionnaire was administered to 102 teachers working with students with autism spectrum disorder in inclusive schools. The research results revealed a high level of bullying against students with autism spectrum disorder. The dimension of how to eliminate bullying against integrated students in regular schools ranked first according to the responses of the research sample, followed by the dimension of factors contributing to the spread of bullying in the second position. The last dimension was the level of bullying against students with autism spectrum disorder in inclusive primary schools. Furthermore, there are statistically significant differences based on the variables of gender, academic qualification, teaching experience, and training courses, in favor of the dimension "how to eliminate bullying against integrated students in regular schools. Based on the findings of this research, the researchers recommend the necessity of enacting deterrent laws in schools to reduce the spread of school bullying. They also emphasize the need to activate the supervisory role of families by monitoring and guiding their children, as well as organizing their time to improve their behaviors. [ABSTRACT FROM AUTHOR] |
