Stigma has been defined as an attribute that discredits an individual and in essence tainting or discounting them. People that are stigmatized have or are believed to have specific attributes that make them different and in turn devalued in certain aspects of society. Link & Phelan (2001) identified five components of sigma; labelling, stereotyping, separation, status loss, and discrimination and further suggested that power must be exercised for stigmatisation to occur. In the research, three sources will be employed to provide the conceptual and theoretical framework.
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Write My Essay For MeDe Boer, A., Pijl, S. J., Post, W., & Minnaert, A. (2013, November). Peer Acceptance and Friendships of Students with Disabilities in General Education: The Role of Child, Peer, and Classroom Variables. Social Development, 22(4), 831–844.
This article adopts different approach towards the topic of bullying and children with autism. This study aimed at determining the variables that are involved in the development of peer acceptance and friendship. The article founds its argument on research that revealed that special education schools for children with disabilities is not best suitable to produce optimal results from special needs students. The aspect of inclusiveness within society and community has been identified as critical to the future successes of students with special needs.
The article employs cross-sectional study that involved 65 students with disabilities and 985 children without any form of mental disability. The study looked at obtaining the attitude and perception of fellow students who had behavioral disorders and cognitive disabilities. The two conditions involved in the study were ASD and ADHD.
This study found a number of child, classroom and peer variables that influence the acceptance of students with disabilities. One of the most significant variables is gender; none of the children in the study nominated a student with a cognitive disability of behavioral disorder as their friend. Girls with disabilities find it more difficult to make friends when found with social problems. Girls employ intrinsic factors when developing friendships with children with disabilities. However, boys tend to be more concern with the perceptions of others within their social circle. This source is critical in the determination of the variables to take into consideration when analyzing the concept of stigma and bullying of students with ASD. It formulates the fundamental framework for the research.
Molnar-Szakacs, I., & Heaton, P. (2012). Music: a unique window into the world of autism. Ammals of The New York Academy of Sciences, 1252, 318–324.
This source looks at the underlying and growing evidence that suggest individuals, especially children with ASD have a preference for music. The research stems from the fact that children with autism have always been found to find it increasingly difficult to effectively process emotions, responding according to the stimuli they receive. In a bid to understand the difficulty with which individuals with autism find in human social interaction, the research has delved into the alternative that music holds for ASD patients.
During the research, the preliminary results showed that children with ASD were able to identify emotional musical excerpts in a manner that is similar to those without ASD. This finding by the study is consistent with the findings of other similar and related studies; that individuals with ASD have a similar f not the same level of comprehension of music and the emotions embedded in different aspects of music.
This article will be critical in developing the foundation on the aspects of emotions, the ability to process emotions is a crucial aspect of human life. ASD significantly affects these abilities and is the main cause for the inability to develop social connections. This is important in helping develop long-lasting remedies for students with ASD. The integration of the arts and music into the lesson plan significantly alters the depth and scope of each lesson. Some of the learning objectives for each class that employed art and/or music, was far reaching beyond academics. These activities were developed to solicit a certain range of reactions from the students, towards the objectives predetermined by the instructor.
Chroeder, J. H., Cappadocia, C. M., Bebko, J. M., Pepler, D. J., & Weiss, J. A. (2014). Shedding Light on a Pervasive Problem: A Review of on Bullying Experiences Among Children with Autism Spectrum Disorders. Journal of Autism and Development Disorders, 44, 1520–1534.
This article looks at the manner in which children with autism are marginalized and as such are predisposed to the pervasive problem of bullying. The article looks at both the victimization of children with autism as well as the perpetrators and their motives. The article draws its conceptual framework from a number of sources that look at the problem of bullying and its psychosocial implications on both the aggressors and the victims. The article mainly employs a literature review that looks at the findings of a number of previous research conducted between 1987 and 2013. This provides a clear overview of the development of literature and research on the subject over a considerable span of time.
This study makes considerably significant contributions towards developing an understanding of the social challenges that children with disabilities experience. This is critical in developing a multifaceted approach towards the topic, understanding both the victim and the perpetrators as well. The study also goes further to suggest a number of remedies that can be employed in a bid to mitigate the problem of bullying of children with cognitive disabilities and behavioral disorders.
Works Cited
De Boer, A., Pijl, S. J., Post, W., & Minnaert, A. (2013, November). Peer Acceptance and Friendships of Students with Disabilities in General Education: The Role of Child, Peer, and Classroom Variables. Social Development, 22(4), 831–844.
Molnar-Szakacs, I., & Heaton, P. (2012). Music: a unique window into the world of autism. Ammals of The New York Academy of Sciences, 1252, 318–324.
Schroeder, J. H., Cappadocia, C. M., Bebko, J. M., Pepler, D. J., & Weiss, J. A. (2014). Shedding Light on a Pervasive Problem: A Review of on Bullying Experiences Among Children with Autism Spectrum Disorders. Journal of Autism and Development Disorders, 44, 1520–1534.
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