Bullying and Autism Spectrum Disorder (ASD): what do autobiographies reveal to us?

Abstract

Bullying has been described as a set of repeated and intentional aggressive behaviors in which there is an inequality of power between aggressor and victim. People with disabilities are at greater risk of being victimized by bullying, especially those with Autism Spectrum Disorder (ASD). This study aims to identify bullying situations reported by people with ASD, based on the autobiographical reports of Temple Grandin and Donna Williams. As methodological procedures, secondary data review and Bardin’s content analysis were used. Thus, the autobiographical reports analyzed show a series of bullying situations experienced in the school environment, indicating that both people with ASD were victims of direct verbal offenses, in the form of constant teasing, ridicule, use of nicknames and demeaning names. Direct bullying with physical manifestations was also a reality in the lives of the autistic authors, revealing a scenario of aggression and physical intimidation, with the teacher herself as one of the executioners. Indirect aggressions were revealed in the autobiographical narratives, especially when the authors report the moments of loneliness experienced at school. In fact, Grandin and Williams’ testimonies challenge the school to take a new position in the face of the pain and humiliation suffered by individuals with ASD in the school environment, a position that requires all actors in the educational institution to adopt a more humanitarian and supportive, as opposed to an indifferent attitude towards this social phenomenon.