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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.
Autism
j. Support services from
i. Pupil Management Assistant multidisciplinary teams such as
Therapists
• (for schools with a Program Special • Speech Language, Occupational
Education Integration) or a Therapist, or Educational
classmate can be a writer to SNS Psychologist required to shape the
Autism who has movement social and academic goals of MBK
problems and motor problems. They Autism.
are can help record students
’answers, ideas and thoughts.
• 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