| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 104 === The purpose of this study was to investigate teachers’perspectives regarding the bullying experiences of and interventions for elementary students with Autism in inclusive settings in Taipei and New Taipei City. A Questionnaire made by Pei-Yu Chen（2015）” Questionnaire of the Difficulty in Relationship Adaptation of the Autism in Elementary Schools. ” was applied to conduct a survey. The author sent out a total of 110 questionnaires and 108 were responded. The rate of respond was 98%. The data collected from the questionnaires were analyzed by frequency distribution, percentage, mean, standard deviation, t-test and one-way ANOVA. The conclusions were as follows:
1、Teachers in elementary schools regard Language bullying as the most happened and sexual bullying is the least happened on students with Autism.
2、About understanding of bullying experiences from elementary students with Autism,female teachers were better than male teachers; Special education teachers were better than general education teachers; teachers with 1-10 years of teaching experiences were better than teachers with above 10 years of teaching experiences, teachers graduated from department of special education were better than teachers of special education courses or even no special education training.
3、Sixth grade students with Autism had more bullying experiences than fourth grade, but from the perspectives of teachers, the bullying experiences of students with Autism did not differ significantly among their body shapes and the time spent in original classes.
4、From the perspectives of teachers, the experiences of bully others did not differ significantly among students with Autism of grade, body shapes and the time in original classes.
5、On the prevention of bullying, the most frequently used is class-level anti-bullying,and on the post treatment, the most frequently used is to understand what has happened .
6、The prevention of bullying from teachers did not differ significantly among teachers of different gender, age, education level, position, years of teaching experiences, and special education training experiences.
7、Teachers of master’s degree have more anti-bullying strategies than teachers of Bachelor's degree, but the post treatment of bullying on teachers did not differ significantly among teachers of different gender, age, position, years of teaching experiences, and special education training experiences.
8、The amounts of bullying intervention from teachers of Autism students did not differ significantly among the level of school bullying experiences.
Finally, based on the findings from the survey, the author provided diversely suggestions for Education authorities, schools, teachers and future study.
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