THE RESPONS

ES OF AUTISTIC STUDENT

IN THE CLASSRO

OMPREPARED BY :

NATASYA NAJWA BINTI AHMAD

SHUKRI

1 PISMP TESL/SN

AUTISM:

A mental condition, present from early childhood, characterized by difficulty in

communicating and forming relationships with other people in using

language and abstract concepts

Also known as Autistic Spectrum Disorder (ASD)

Involves in delays and impairment in social skills, language, and behaviour

According to United Nation Children’s Fund Malaysia, there were 29,289 children with disabilities registered in Malaysia which include Autistic children

These disabilities should have not been the barriers for student with special needs to obtain knowledge and education

1. COMMUNICATION PROBLEM

2. REPETITIVE BEHAVIOUR

3. HAVE THEIR OWN ROUTINE AND THEY RESIST TO CHANGE

Their

behaviours

in the

classroom

vary in

many

ways.

2. They may be set apart from their peers and discouraging them to socialize

1. difficult to interpret social and emotional

cues from everyday social

interactions (Leslie, 2007)

3. More interested in “things”

4. The children remain socially “distant” and

unable to develop intimate

relationships (Daniel & James,

2003)

’5. School is the perfect setting to

acquire and practice

social skills

CHILDREN WITH AUTISTICS SPECTRUM DISORDER HAVE PROBLEM COMMUNICATING WITH OTHERS

AUTISM CHILDREN TEND TO REPEAT THE SAME BEHAVIOUR

repetitive behaviour is also called “stereotypy” or “preservation”

(Lisa, 2015)

repeat phrases or actions over and over again

a professional teacher can use approaches like

constructing activities for both

autistic and normal students to participate

e.g. Sensory Play

This will reduce their stereotypy when they have more interaction with

others

These behaviour problems severely limit the child’s options for learning and social interaction

“the more time a child spends engaging in repetitive behaviour, the less time he or she spends exploring the environment” (Bryan A. Boyd et al, 2011)

4. Alienation of something new

may involve property

destruction and constant

devastating tantrum

3. They will feel distress and

insist to do the same routine if

it is being disrupted

2. The routine helps them a lot to cope with the uncertainties in daily life

1. The routines introduce

order, structure and predictability

AUTISM CHILDREN HAVE STRONG PREFERENCE FOR ROUTINES AND SAMENESS

They may try to hurt themselves, smashing their head against the wall or biting their arm

as stated by Carol & Joseph (2006).

Teachers can try to change their routine by providing a

timetable so they know what to expect and when it will

happen

Autism children do not like

changes

1. Guidance from teachers and peers

helps a lot in promoting the autism

children’s development from many aspects

2. Teachers need familiarity with the course of autistic

spectrum disorder first then only they can give

their guidance to the children effectively

ASD IS A DISORDER, NOT A DISEASE.

REMEMBER, NEVER UNDERESTIMATE

THEIR ABILITY!

Temple Grandin diagnoses with autism at 2 years old- has successfully graduated

from a school of gifted children

- receives bachelor degree in psychology and doctorate degree in animal science

THANK YOU FOR YOUR ATTENTION