An exploratory study on the special education and early intervention programme for autistic children (original) (raw)
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Interdyscyplinarne Konteksty Pedagogiki Specjalnej
In the paper, the author discusses educational interactions focused on a child with autism. The first part of the study presents the characteristics of functioning of an autistic child, taking into account specific needs and difficulties. The research material was used to present the specificity of child’s functioning in certain developmental spheres: socio-emotional sphere, cognitive sphere, self-care, communication, sensory integration and motor integration. Bearing in mind a multi-profile diagnosis of the disorder and including various spheres of child’s functioning, the diagnosis was referenced to programming the process of support. The author concludes by presenting a reflection on dilemmas and challenges in education of autistic children.
CHILDREN WITH AUTISM: THE EDUCATIONAL ASPECT
International Journal for Studies on Children, Women, Elderly and Disabled, 2023
In Malaysia, there is a growing number of children with autism, according to the Ministry of Health. Children with autism and other disabilities are enrolled in special education provided by the country's government, the private sector, and non-governmental organisations (NGOs). An NGO that offers educational programmes to children with autism in Malaysia is the National Autism Society of Malaysia (NASOM). There are 15 NASOM centres in Malaysia and there has been a need for more studies on the NASOM branch in Kuantan hence, the study aimed to examine it mainly in terms of its educational programmes. The case study research design was adopted and qualitative research instruments were adopted such as the interview and observation of teachers and students in NASOM who are involved in the programmes. The findings generated three themes: NASOM services, Challenges in teaching children with autism, and Awareness of education for children with autism. The study used a grounded theoretical framework to generate a theory inductively from the data collected. The Theory of the Stakeholder Convergence of the Ideal Ambiance for Children with Autism was produced from the study upholding the importance of converging the stakeholders such as Parents, NASOM, and the public in providing an ideal ambiance for children with autism as they seek education. The paper provides recommendations to stakeholders regarding how to improve NASOM Kuantan's services for children with autism, overcome the challenges, and improve awareness so that children with autism can have a better quality of life in Malaysia. It is hoped that the study contributes to the field of education for children with autism through the theory.
AUTISM - AN EDUCATIONAL INTERVENTION
European Journal of Special Education Research, 2019
The purpose of this study is to present a case report of an autism incident, specifically of a toddler's, and of an educational intervention program that was built in order to promote his inclusion in the group and to compensate for adjustment difficulties. The paper presents a description of an educational experience through presentation of an autism incident and the analysis of the educational intervention and strategies followed. In particular, the educational intervention was implemented in a Centre for the design and implementation of personalized and group education programs, which creates a variety of social stimuli of inclusion philosophy towards the child and the design and implementation of each program is based on working with the family. Overall, various forms of organizing the education of the child with autism were intentionally used, due to the variety of special educational needs which appear in this category of children and flexible access to a wide range of opportunities required. Finally, it should be noted that after the daily review of child performance data and decision-making on the part of the educator, on the teaching strategy that was being promoted each time, this child had obvious progress in the way of approaching and communicating within the team, as well as in issues of self-service, as well as fine and tangible mobility. Apparently, his communication and social skills have been improved to a good extent and his inclusion has proved to be a realistic goal in the context of this systematic pedagogical intervention.
Revista de Investigación en Logopedia, 2018
Numerous studies reveal the benefits of early intervention for the adequate development of children with autism spectrum disorders (ASD). Most of the interventions designed for people with ASD focus exclusively on a sole methodology. This study proposes a Combined Early Intervention Program (hereafter CEIP) using different methodologies with scientific evidence: Early Intensive Behavioral Interventions (EIBI), Early Start Denver Model (DENVER), spatial-temporal organization (TEACCH), augmentative communication systems (the Picture Exchange Communication System—PECS—, Total Communication Program, Picture Communication Symbols—PCS), behavioral strategies, and training of the parents. This CEIP contemplates intervention in areas that are typically affected in ASD: socialization, communication, symbolization, and behavioral flexibility, producing considerable improvement in the children's behavior, decreasing problem behaviors and improving social communication.
Autism: Pedagogic and other Practices
Draft, 2020
This essay is based on the observations of children with autistic condition between the age group (3-16 yrs) in the Delhi & NCR region. It looks at various cognitive patterns found among them. The idea is to explore effective intervention techniques that enhance communication patterns among autistic children. Some of these techniques are expressive and creative. They come from diverse fields like digital technology, music, wonder tales, mathematics, sports, culinary skills etc. These skills can be added to the behavioural training and teaching methods meant to improve self reliance and communications among children with autistic condition.
The qualifications of the educators who teach children with Autism Spectrum Disorders (ASD) may affect the outputs of the education. Qualified educators play an important role in skill development. Therefore, educators need to have special qualifications. Within this scope, it is important to organize well-designed training programs for the educators which aims enabling them to gain the skills and the knowledge specific to autism.In this action research, the problems of the educators working with children with ASD are described, with an aim to solve these problems and to provide training for meeting such needs and to analyze the results. Research data were collected through a variety of methods including observations, meetings, interviews, researcher reflections and artifacts. The data were analyzed via inductive analysis. The findings are interpreted into seven themes as follows: Teaching problems, behavioral problems, dealing with teaching and behavioral problems, educational needs, educational practices aimed at solving the existing problems and meeting the needs and changes in the process of implementation, changes in the performances of the participants, opinions of the participants on educational practices. Findings reveal that the participants did benefit from the educational practices offered. All findings are discussed in parallel with the relevant literature.The qualifications of the educators who teach children with Autism Spectrum Disorders (ASD) may affect the outputs of the education. Qualified educators play an important role in skill development. Therefore, educators need to have special qualifications. Within this scope, it is important to organize well-designed training programs for the educators which aims enabling them to gain the skills and the knowledge specific to autism.In this action research, the problems of the educators working with children with ASD are described, with an aim to solve these problems and to provide training for meeting such needs and to analyze the results. Research data were collected through a variety of methods including observations, meetings, interviews, researcher reflections and artifacts. The data were analyzed via inductive analysis. The findings are interpreted into seven themes as follows: Teaching problems, behavioral problems, dealing with teaching and behavioral problems, educational needs, educational practices aimed at solving the existing problems and meeting the needs and changes in the process of implementation, changes in the performances of the participants, opinions of the participants on educational practices. Findings reveal that the participants did benefit from the educational practices offered. All findings are discussed in parallel with the relevant literature.The qualifications of the educators who teach children with Autism Spectrum Disorders (ASD) may affect the outputs of the education. Qualified educators play an important role in skill development. Therefore, educators need to have special qualifications. Within this scope, it is important to organize well-designed training programs for the educators which aims enabling them to gain the skills and the knowledge specific to autism.In this action research, the problems of the educators working with children with ASD are described, with an aim to solve these problems and to provide training for meeting such needs and to analyze the results. Research data were collected through a variety of methods including observations, meetings, interviews, researcher reflections and artifacts. The data were analyzed via inductive analysis. The findings are interpreted into seven themes as follows: Teaching problems, behavioral problems, dealing with teaching and behavioral problems, educational needs, educational practices aimed at solving the existing problems and meeting the needs and changes in the process of implementation, changes in the performances of the participants, opinions of the participants on educational practices. Findings reveal that the participants did benefit from the educational practices offered. All findings are discussed in parallel with the relevant literature.The qualifications of the educators who teach children with Autism Spectrum Disorders (ASD) may affect the outputs of the education. Qualified educators play an important role in skill development. Therefore, educators need to have special qualifications. Within this scope, it is important to organize well-designed training programs for the educators which aims enabling them to gain the skills and the knowledge specific to autism.In this action research, the problems of the educators working with children with ASD are described, with an aim to solve these problems and to provide training for meeting such needs and to analyze the results. Research data were collected through a variety of methods including observations, meetings, interviews, researcher reflections and artifacts. The data were analyzed via inductive analysis. The findings are interpreted into seven themes as follows: Teaching problems, behavioral problems, dealing with teaching and behavioral problems, educational needs, educational practices aimed at solving the existing problems and meeting the needs and changes in the process of implementation, changes in the performances of the participants, opinions of the participants on educational practices. Findings reveal that the participants did benefit from the educational practices offered. All findings are discussed in parallel with the relevant literature.The qualifications of the educators who teach children with Autism Spectrum Disorders (ASD) may affect the outputs of the education. Qualified educators play an important role in skill development. Therefore, educators need to have special qualifications. Within this scope, it is important to organize well-designed training programs for the educators which aims enabling them to gain the skills and the knowledge specific to autism.In this action research, the problems of the educators working with children with ASD are described, with an aim to solve these problems and to provide training for meeting such needs and to analyze the results. Research data were collected through a variety of methods including observations, meetings, interviews, researcher reflections and artifacts. The data were analyzed via inductive analysis. The findings are interpreted into seven themes as follows: Teaching problems, behavioral problems, dealing with teaching and behavioral problems, educational needs, educational practices aimed at solving the existing problems and meeting the needs and changes in the process of implementation, changes in the performances of the participants, opinions of the participants on educational practices. Findings reveal that the participants did benefit from the educational practices offered. All findings are discussed in parallel with the relevant literature. Educational Sciences: Theory & Practice - 13(4) • 2229-2246 ©2013 Educational Consultancy and Research Center
Teaching-Learning and Assessment Plan for Children with Autism
İmgelem
Spectrum is a beautiful word, and so are the abilities of children. Some children come under the continuum of gifted category, some are creative, and some are alike in IQ. Some can sing well, some can dance; some may not speak at all etc. So when there is a spectrum of abilities and disabilities so there should also be spectrum of methods of teaching-learning and assessments. The need is to visualise the process of teaching-learning and assessment as an on-going process that is instrumental how students think and absorb, and what they should pick up based on their thinking ability. In this paper how autistic students should be taught, what they should be presented with, and most importantly how they should be skilled and assessed is been mentioned. Autistic children come under the category of differently abled students; and are abled differently. So they should be treated, educated and assessed based on their specificity in terms of need, requirement, skills, limitations and abiliti...
A Training Programme for a Teacher Working with a Student with ASD: An Action Research
Educational Sciences: Theory & Practice, 2013
The qualifications of the educators who teach children with Autism Spectrum Disorders (ASD) may affect the outputs of the education. Qualified educators play an important role in skill development. Therefore, educators need to have special qualifications. Within this scope, it is important to organize well-designed training programs for the educators which aims enabling them to gain the skills and the knowledge specific to autism.In this action research, the problems of the educators working with children with ASD are described, with an aim to solve these problems and to provide training for meeting such needs and to analyze the results. Research data were collected through a variety of methods including observations, meetings, interviews, researcher reflections and artifacts. The data were analyzed via inductive analysis. The findings are interpreted into seven themes as follows: Teaching problems, behavioral problems, dealing with teaching and behavioral problems, educational needs, educational practices aimed at solving the existing problems and meeting the needs and changes in the process of implementation, changes in the performances of the participants, opinions of the participants on educational practices. Findings reveal that the participants did benefit from the educational practices offered. All findings are discussed in parallel with the relevant literature.
The Problems Of The FAMILIES Who Have Autistic Children: A Qualitative Research
Life Skills Journal of Psychology, 2018
Autism is defined as one of the neurodevelopmental disabilities which continue for life and affect social development, communication and behaviors of the individuals in a negative sense. Purpose of this study is to determine how parents with autistic children figure out the autism, what their reactions are and what the effect of the believe is to accept it, how they declare it to the people around them and how the reaction of people is, who and how they get support from and what the possible future difficulties and requirements are. The study was based on qualitative research method and interview form prepared based on the purpose by the researcher was used in the study. The study is based on case study which is a qualitative research method and uses an interview form that is prepared by the researcher according to the purpose of the study. Study group is composed of 15 mothers and 8 fathers selected by purposive sampling method among parents of children going to special education centers. Study results have been shown that, it was found that the parents first noticed the inadequacy of language development without noticing the autism. In addition, it was seen that the first reaction of the parents' children to get autism was also the intense sadness. There is another result which is that parents need to get information about an autism with the sadness they have experienced. Parents have expressed concern about the future of their children, depending on the strength of their children's selfexpression. It has been determined that the society has negative attitudes towards autistic children and that parents would like to see the society to be more moderate towards autistic children. Results have been determined, it is important to establish empirical studies that will increase the awareness of other individuals about autism while showing the needs for supporting from autistic families. Study findings have been discussed with similar study findings included in the literature.
2014
This research focused on developing, implementing and evaluating a set of guidelines for key personnel who work with children with autism with the aim of successfully integrating children with autism into inclusive classes. An examination of the international literature indicated that the collaboration of key personnel is the main influence on the scholastic achievement of children with autism. The key personnel identified in the literature include teachers, paraprofessionals, parents, school principals and peer tutors, all of whom contribute to the process of integrating children with autism into inclusive classes. However, in Thailand there is limited information to assist these key personnel in this task. The purpose of the research study was to develop a set of guidelines for assisting children with autism in Thailand and refine them using an iterative process. The guidelines specifically aimed to provide knowledge and strategies to support key personnel to integrate children with autism into regular classes. In order to provide a suitable context, the guidelines were implemented in an inclusive school in Thailand. The three research questions the researcher sought to answer in this study were: i) what strategies should be included in the guidelines to assist key personnel to integrate children with autism into inclusive classrooms? ii) how effective are the guidelines in supporting key personnel to integrate children with autism into inclusive classes? and iii) how effective are the strategies used in the guidelines in developing behaviours that help children with autism to integrate into inclusive classes? A qualitative case study approach was selected to gain an in-depth understanding of the use and effectiveness of the guidelines. Nine children with high functioning autism were chosen for this study: three of kindergarten age, three of primary school age and three of secondary school age. Five key personnel for each child, including teachers, peer tutors, paraprofessionals, parents and school principals were asked to trial the guidelines. The opinion of five selected experienced Thai people involved with children with autism was also sought in order to determine the content validity of the study. The effectiveness of the guidelines was evaluated using triangulation of data including: classroom observations, semi-structured interviews and focus groups. The Deming cycle PDCA model was used to organize the process of implementation and development. Page 2.2.5 Children with autism 1) Diagnosis and terminology 2) Prevalence 2.2.6 Inclusive education 1) Definitions and principles 2) The Thai situation 2.3 Part II: Overview of research involving key personnel 2.3.1 The peer tutors 2.3.2 The paraprofessionals 2.3.3 The teachers 2.3.4 The parents 2.3.5 The school principals 2.4 Part III: Overview of strategies for teaching children with autism 2.4.1 Social stories 2.4.2 Visual schedules and visual supports 2.4.3 Working with peers, peer support systems, peer interaction 2.4.4 Reinforcement: reward systems 2.4.5 Multidisciplinary therapy and sensory integration 2.5 Chapter summary