School Abuse Being Autistic

School abuse being autistic

All schools must comply with a number of legal obligations in regards to bullying, a topic included in the School Violence Law. Everyone must have a clear protocol against the Coso, an action plan to intervene in these situations. However, in very few cases, special educational needs are taken into account either general or with autistic spectrum disorder, in particular; Those who, due to their condition, have some vulnerability, which inevitably translates into a high risk of harassment.

Halms Examine the background of each particular situation, which will only be possible to assume that people with disabilities are subject to harassment by their peers and environment.

It is for this reason that both public and private schools, who have children with tea diagnosis inside their classroom.

This guide must have four essential points when facing harassment or bullying.

1. Understand the vulnerability of students with Tea to bullying, why this situation.
2. Detect risk or bullying situations, making efficient and effective education for coexistence and acting peaceful in the face of the conflict.
3. Propose an action protocol to respond to situations detected within the classrooms and/or educational enclosure and to support those Tea students who have been harassed.
4. Make available to both the classroom teacher and the families, the necessary specific resources .Where there is a guide aimed at addressing the problem in an integral way.

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Each guide implemented based on these four criteria must allow a comprehensive and integrating action of the different strategies, tools, actions to be followed in the treatment of both in the harassment and in the stalker and the families of both.

You have to know that not all conflicts enter the classification of bullying. All children will always discuss and fight. Moreover, conflicts allow learning and training of character, but it becomes harassment when it crosses the line of the following 3 criteria:

1. ABUSE OF POWER: Generally the stalker is stronger in the physical, the verbal or social. On the other hand, the harassed person presents the main characteristic of helplessness, he feels exceeded by the situation and cannot leave this. However, this power imbalance is not the central characteristic, since the student with ASD is related to their classmates from a disadvantage position, because due to their disability the relationship is not symmetrical, since whoever performs harassment abuses the situation, of the privilege that gives it its superiority or advantage and thus dominates or submits the harassed and enjoys the submission of the weak person. It is a relationship of abuse of each other.
2. Intention to damage: the actions are intentionally, there is an intention to harm either physical, verbally or psychologically, the stalker plans his actions, planning his actions generally choose something as an excuse and seek the victim with the intention of causing fear, damage, anguish and although they may not be aware of the consequences, they always seek to damage at the time.
3. Repetition: Harassment actions are constantly repeated, they extend over time at risk of constantly climbing, they are repeated and systematic actions, persistent and repeatedly, this frequency allows categorizing the degree of victimization of the harassed.

To support harassment does not serve as character as those who superficially look at harassment, a harassed child will not build a stronger conception of himself, because of the container their consequences are very harmful such as, learning problems, children do not want to go to College which accentuates the learning problems that people with tea generally experience and decrease school performance. Emotional discomfort In this sense the consequences are similar to children without an entity disorder, only that their effects are more intense, more serious and more durable. Social difficulties being aware that one of the main characteristics of people with ASD is their lack of social interaction, harassment even more social social skills transforming the lack of social support not only in cause but also consequently.

Now, rather than talking about the profile of the victims, it is much more useful to talk about risk factors, probable vulnerability characteristics. In this sense, the effective model to address this problem aims not. Since a child or teen with ASD, has special educational needs, makes them holders of a risk factor, since they have different characteristics, acquire communication problems, bone that their social integration is fiercely disrupted, in addition some manifest problematic behaviors. Within the TEA there is a lot. Taking this into account, prevention implies acting from the first symptoms generating a zero tolerance environment, in all individualized sectors, classroom, recreation courtyard, workshops, library, etc.

In addition to the positive performance, the teachers in the classrooms are responsible for teaching to live in diversity, carrying out the classroom, such as respect for differences, commitment to the other, equity, solidarity with the different … create a culture of peaceful coexistence that is vigilant and belligerent against all the situations of harassment and that reinforces the culture of defense of the weakest.

Inevitably we must talk about inclusion, so that bully Inclusive.

While we tend to inclusion, a lot remains because a lot of information is missing. There is fear of the word autism, it is not naturally treated, it is still used as a disqualifying, in addition, there is a bureaucracy that discourages.

A good teacher and a container school get the best of our children and it is difficult to find that dream mixture. Financial resources are missing, knowledge and above all lack will, when learning to tolerate and understand. That will is what we must teach, we must instill and reward, because it will give us the impetus, the thrust and strength to make harassment something that disappears from our schools.