Autism

LING PICK YIENG

Autism

a. Time Cue (Expected Time)

• Remind Autism Spectrum Disorder (ASD) students about each changes
that will take place within a period of five minutes and one more minutes
to reduce student discomfort as well as give readiness to ASD students
when a transition process exists, eitherchange from one subject
(mathematics) to one subject (Language)the next or a change in activity.
• Use visual cues or 'timers' to increase understanding and facilitate the
transition of activities.
b. Visual Cue

i. Use effective strategies depending on the level and needs such

individuals teach students to use calming strategies if he can't
control his anger.

ii. Increase the use of visual strategies such as the use of objects, pictures,
drawing and written word because the majority of ASD students are more tend to
visual learning. This can provide information more clearly and easily understood
by students. For example a visual table, work systems, work arrangements and so
on.
Autism

c. Modeling
• Teachers must show how to make a skill so that students can see the example clearly.
For example, if the teacher wants the student to put shoes in a special place before
entering the classroom, the teacher needs demonstrate such treatment.

d. Sensory Break
• Give students the opportunity to rest for a while (instructional pause) after
completion an assignment. This is because some students with ASD need to take a
walk in class or stretching the body.
Autism

e. Enhancement

Use interests, strengths, skills, areas of inclination and rewards as part of a teaching tool. This method can
help students interact with other students based on specific activities.

f. Structured Learning

Plan, prepare and assign PdP assignments in a structured manner such as give an anticipation of the
arrangement of the schedule of activities that will be carried out daily in class.
Autism
g. Mediative Learning
• i. Computer-assisted teaching

• ii. The use of attractive graphic symbols not only helps students remember and even support their
understanding.
h. Companion teacher, special education teacher or parent (through the parent module school level)
can help T&L ASD students in the classroom. This individual preferably someone who understands
about ASD students. Strong collaboration between parents and the school for allowing continuity
of learning to take place.

i. Pupil Management Assistant
• (for schools with a Program Special
Education Integration) or a
classmate can be a writer to SNS
Autism who has movement
problems and motor problems. They
are can help record students
’answers, ideas and thoughts.
Autism
j. Support services from
multidisciplinary teams such as
Therapists
• Speech Language, Occupational
Therapist, or Educational
Psychologist required to shape the
social and academic goals of MBK
Autism.
• k. Use of Picture Exchange Communication System (PECS), visual table or storytelling methods
to enhance two -way social interaction and
• understanding of social situations in the classroom
1. Down Syndrome
2. Attention Deficit Hyperactive Disorder (ADHD)
3. Visual Impairment
4. Hearing Impairment
5. Speech Difficulties