A Study of the Current Situation, Problems, and Teaching Methods regarding Sexual Harassment Prevention for Autistic Students in Grades 4-6 at Government Bangkok Metropolitan Inclusive Schools

Abstract

Currently, cases of sexual harassment in Thai society are frequently reported, and autistic students are among the most vulnerable groups because they exhibit many behaviors that lead to the risk of sexual harassment. This research aimed to study the current situation, problems, and approaches to teaching sexual harassment prevention for autistic students in grades 4-6 at Government Bangkok Metropolitan Inclusive Schools. This mixed-methods research was conducted in two phases. In the first phase, quantitative research was utilized to investigate the current situation, problems, and teaching methods used by teachers. The data collection instrument was a questionnaire designed to assess the current situation, the problems, and the teaching methods used by teachers. The participants included 55 special education teachers in Government Bangkok Metropolitan Inclusive Schools. Data were analyzed using descriptive statistics. In the second phase, qualitative research was conducted to explore the approaches to teaching for sexual harassment prevention among autistic students in grades 4-6. The data collection instrument was a focus group, and the participants were eight experts in the field. Data were analyzed using content analysis.

The research findings revealed that in the current situation, when autistic students entered adolescence, teachers encountered problems related to the students' sexuality in public places. As for the problems in teaching harassment prevention, there was a shortage of time for teaching in the same way as for general students which resulted in autistic students’ inability to understand. Additionally, the common teaching methods used by teachers when encountering problems were talking, warning, or diverting the students' attention, which did not effectively teach the students about sexual harassment prevention. For teaching methods of sexual harassment prevention, experts have suggested that this be taught at the age of 11-12 or in grades 4-6. Visual learning materials are suitable for autistic students and should be used in teaching. In terms of assessment, both knowledge and demonstrated skills should be evaluated. Moreover, motivation should be provided through reinforcement, and assessments should include both knowledge and skills demonstrated through role-playing or simulation. The topics should start with issues that are relevant to the students, such as development changes, and then progress to teaching about cultural contexts in Thailand. Once students have a basic understanding, they should be taught how to refuse, with an emphasis on demonstrating these skills. One area that needs improvement in autistic students is language skills. Therefore, students could be encouraged to communicate and explain during role-playing or simulation, or they could be assessed through oral tests. Finally, students should be taught how to build and maintain good relationships with others.

It is recommended that these findings be used to create more suitable teaching methods for the Thai context and to develop further research into effective interventions for autistic students and other students with special needs.