Experience and Challenges in Setting up a Model - Mahasarakham ...

International Journal of Educational Administration and Development 2(2): 37-47, 2011
ISSN: 1906-7992
© 2011 Mahasarakham University
Experience and Challenges in Setting up
a Model Demonstration Classroom for Children with Autism in Malaysia
Abstract
Hasnah Toran
Universiti Kebangsaan Malaysia
Autism is a developmental disorder that impacts an individual’s social and
communication skills and also imagination. Research has found that the prevalence
of autism has increased dramatically. In Malaysia, doctors, psychologists and teachers
have been reporting an increase in the number of children with autism in their clinics
and classrooms. Among the barriers towards the provision of educational services for
children with autism in Malaysia are policies that do not support inclusive education for
them, the lack of culturally appropriate screening and assessment instrument, trained
teachers on autism, information and teaching modules in the national language. A
model demonstration classroom for children with autism has been set up in the Faculty
of Education, Universiti Kebangsaan Malaysia to study “evidence-based practices” in
teaching children with autism in Malaysia, provide a “hands-on” model practicum site
for preservice and inservice teachers and services for a group of children with autism.
This paper discusses the background of this project, the structure of the class, research
carried out in this project, challenges faced by the research team and the future plans
for the classroom and its impact on the education of children with autism in Malaysia.
Keywords: Challenges, Model Demonstration Classroom
Introduction
Autism or as it is known
clinically, Autism Spectrum Disorder, is a
developmental disorder. Individuals with
autism face three main challenges, which
Wing dan Gould (1979) labeled as the
triad of impairment. These impairments
are impairments in social, communication
and imagination (Wing & Gould, 1979).
Even though this disorder is caused by
biological factors, its diagnosis is done
by observing behavioural criterions
(American Psychiatric Association,
2000).
In terms of social impairments,
children with autism do not use their
pointer finger to attract the attention of
people around them towards an object of
interest. They also rarely or never bring
objects to show to their parents, show no

interest to mix around with other children,
do not imitate the actions of those around
them and do not response when their
names are called (Robins, Fein, Barton, &
Green, 2001; Osterling & Dawson, 1994).
Meanwhile, in terms of
communication impairments, a majority of
individuals with autism have impairments
in expressive communication (Mitchel et
al., 2006) and there are those who are not
able to be verbal at all (Fombonne, 1999).
Therefore, in order to communicate, they
use unconventional or weird behavior
such as being aggressive, tantrumming
and self-injurious behavior (Wetherby,
Woods, Allen, Cleary, Dickson & Lord,
2004).
In terms of impairments in
imagination, children with autism have
a disability in understanding symbolic
behavior or pretend play such as using
a playing block as a car. They also face
difficulties to use objects with its correct
function (Dawson & Adams, 1984;
Sigman & Ungerer, 1984; Wetherby et
al., 1998; Wetherby & Prutting, 1984;
Wing, Gould, Yates & Brierly, 1977).
For example, while playing with a car,
instead of pushing the car, they would
only turn the tyre non stop. Due to this
limited imagination, children with autism
often repeat the same activities over and
over again, such as rocking their bodies,
spinning dan flapping their fingers (Lord,
1995).
Recent research has shown that
autism prevalence is increasing at an
alarming rate. In the 1990’s, the autism
prevalence rate in the United States of
America was 4 or 5 incidents per 10,000
births. In 2007, the prevalence rate in
this country increased to 1 incident per
150 births (Center for Disease Control,
IJEAD 2(2) : 37-47, 2011
38
2007). The prevalence rate for 2009
was 1 incident per 91 births (Kogan,
Blumberg, Schieve, Boyle, Perrin,
Ghandour, Singh, Strickland, Trevathan,
van Dyck, 2009). In the United Kingdom,
research shows that the autism prevalence
rate is 1 incident per 66 births (Baron-
Cohen, Scott, Allison, Williams, Bolton,
Matthews, & Brayne, 2009).
The National Center on Birth
Defects and Developmental Disabilities
of U.S. (NCBDDD) estimates that the
cost of educational programs for children
with autism is between USD8,000 to
USD30,000 per year. On the other hand,
the cost of for residential programs is
between USD80,000 to USD100,000 per
year. The cost of educating a child with
autism depends on the severity of his or
her autism (NCBDDD, 2000).
Even though the cause or causes
of autism have not been determined, there
are evidences that show that autism is
caused by various factors such as genetic,
disturbance to the brain development due
to mother’s illness during pregnancy or
complications during birth, parents’ or
children’s exposure to toxic (Newschafter,
et al. 2006). To summarize, the exact
cause of autism is not yet known and there
is no cure for autism.
In the United States, the average
age of diagnosis for children with autism
is 3 or 4 years old (Filipek et al., 1999).
Research has shown the effectiveness
of intensive early intervention on a
majority of children with autism (Dawson
& Osterling, 1997; National Research
Council, 2001). Intervention done before
the age of 3.5 years old has a more positive
impact as compared to intervention done
after the age of 5 (Fenske, Zalenski,
Krantz, & McClannahan, 1985; Harris

& Handleman, 2000). For intensive
intervention to produce positive impact
to children with autism, the intervention
needs to be delivered at least 25 hours
a week, 12 years a month, with a low
student-teacher ratio, including one-toone
session (The American Academy of
Pediatrics, 2009).
Since the sudden increase in
the prevalence of autism, the field has
been bombarded with various strategies
that are guaranteed to help children
with autism to overcome their learning
difficulties. Thankfully a number of
scientific research has been carried out
to study the effectiveness of teaching
strategies because it is very important
that only scientifically proven effective
teaching strategies are used in classrooms
in order to ensure a bright future for them
and to avoid wasting educational funds
(Simpson, 2004).
Autism in Malaysia
A research on the prevalence
of autism in Malaysia was carried out
in 2004 by the Ministry of Health. The
finding from this research suggest that
the prevalence of autism in Malaysia is 1
incident for every 600 births. This finding
can be challenged due to the limitations
in its methodology and there is a strong
possibility that the prevalence is higher as
reflected by the prevalence rate reported
from other parts of the world. However,
with 15 million children below the age
of 15 in this country, it can be safely
estimated that there are at least 20,000
children below the age of 15 who have
autism. This is a very big number and
if the prevalence is actually higher than
this reported finding, the actual number
of children with autism in Malaysia will
IJEAD 2(2) : 37-47, 2011
39
be even higher. Apart from this research,
doctors, psychiatrists, psychologists, and
teachers have been reporting an increase
in the number of children with autism in
their clinics and classrooms.
There are many barriers towards
the provision of educational services for
children with autism in Malaysia. Firstly,
there is a lack of professionals in the
mental health area. Currently, there are
only approximately 263 psychiatrists in
Malaysia to serve a population of nearly
27 million. As for psychiatrists, currently
there are only 50 who are registered with
the professional organization.
Secondly, there is a lack of
culturally appropriate assessment
instruments for use with children who have
mental issues. Currently, professionals
are still using standardized assessment
instruments that were constructed based
on foreign culture and population. The
lack of professionals in the mental
health area and culturally appropriate
assessment instruments has made it very
difficult to identify, diagnose and serve
children with autism in this country.
For families who have managed to
get their children diagnosed with autism,
accessing early intervention services is an
uphill task. This difficulty is due to the
fact that there are very limited number
of centers providing early intervention
services for children with autism in this
country. There is a growing demand
for services and most centers have
long waiting lists. Centers for early
intervention services are mostly located in
big towns, meaning limited accessibility
to families especially those living in the
rural areas.
Another factor that is a barrier
towards the provision of educational

services for children with autism in
Malaysia is the policy. In 2008, the
Malaysian Parliament has passed into law
the People with Disabilities (PWD) Act.
Article 28 of this Act states that people
and children with disabilities have the
right towards education. This statement
means that the PWD 2008 Act supports
the “Zero Reject” policy, that is schools
do not have the right to reject the school
application of any child, no matter what
his or her level of ability.
However, a number of schools
authorities are still clinging to old
discriminatory practices set by the Special
Education Regulation of 1997. This
regulation states:
“Only children who are
“educable” will be accepted into special
education programs in government
schools” (Regulation 3(1)).
The Ministry of Education
explains the clause ”educable” to mean
children who are able to go to the
bathroom on their own and manage
themselves. With this clause, a majority
of children with autism are sidelined from
the public education system. Among the
reasons why school authorities are still
reluctant to practice the ”zero reject”
policy is because most teachers are not
trained on how to teach children with
autism, especially the severe ones. There
is also a dearth of teaching modules that
teachers can use to teach these children.
Therefore, in order to help the
Malaysian education system to progress
towards the provision of free appropriate
education for all children with autism,
a model demonstration classroom has
been set up in the Faculty of Education,
Universiti Kebangsaan Malaysia. The
main objectives of this classroom are to
IJEAD 2(2) : 37-47, 2011
40
carry out research on “evidence-based
practices” in teaching children with
autism, provide a “hands-on” model
practicum site for preservice and inservice
teachers and educational services for a
group of children with autism. This model
demonstration classroom is the first of
its kind set up in an institution of higher
education in Malaysia.
The Autism Model Demonstration
Classroom
The Autism Model Demonstration
Classroom has started its operation since
January 2009. This model classroom was
set up with the Research University Grant
with the amount of RM310,000.00 for the
the period of 3 years. The class currently
has 16 students aged between 3 to 16
years old. There is only 1 girl and the rest
are boys. The class has 7 teachers who are
first degree holders in various fields such
as Fishery, Business Management and
Political Science. Three of these teachers
have a few years experience working as
teachers in Special Education classes in
government schools on a contract basis.
The class also has 2 teachers’ aides who
have a college diploma in Educational
Technology.
The research team was unable
to recruit teachers with first degrees
in Special Education because students
studying this field are sponsored by
the government and they are all posted
to government schools once they
graduated. This project is also unable to
offer a better pay than the government
schools. However, 5 of the teachers are
currently pursuing a Master’s degree in
Special Education and all of them are
doing research on autism as part of the
requirement of their Master’s degree.

Teaching and Leaning in the
Demonstration Classroom
Each student in the class has
different strengths and needs. Therefore
each child has different learning
objectives. To achieve these various
learning objectives, individual education
plans (IEPs) are drawn for each student in
the class. The goals and objectives of these
IEPs are set based on the decisions made
by parents and teachers during the IEP
meetings which are held every 6 months.
The Autism Model Classroom philosophy
is based on the family centered approach,
where families ultimately have the right to
make decisions for the children’s future.
The demonstration classroom
strives to assist its students to develop
physically, cognitively, socially and
emotionally. The daily activities in the
classroom are structured to achieve these
goals. The day begins at 9 with physical
exercises. Limited research has been done
on the effect of physical exercises on the
development of children with autism.
However, teachers in the classroom report
that students focus on the learning tasks
better after the exercise routines.
Breakfast follows after the
exercise session and after breakfast, the
students have a “morning circle.” This
activity involves all teachers and students.
During this activity, children learn about
the calendar, the weather, and other
academic skills such as colors and shapes.
Students particularly enjoy singing action
songs during the circle time. They are also
taught to make choices by choosing the
songs that they want to sing.
The main objective of this activity
is especially to promote the social skills
of these children as they learn to take
instructions in a group, wait for their turns,
IJEAD 2(2) : 37-47, 2011
41
respond to their names, provide answers
and perform group activities together.
Teaching these social skills is important
in order to prepare these students to be
ready for inclusive education in the near
future.
After the “morning circle”,
students move to their individual desks
for the individual learning session,
where the teaching strategy used is
Structured Teaching (Mesibov, Shea, &
Schopler, 2007). This strategy applies
visual schedules to enhance students’
understanding of their learning task and
what they need to do to complete the task.
The tasks assigned to them are suitable
according to their level of abilities.
Examples of the tasks are fine motor
skill tasks such as buttoning and writing,
cognitive skill tasks such as matching
objects, colors and shapes, and adaptive
skill tasks such as arranging cutleries and
setting the table.
The individual learning session
ends at 12.30 noon. Students have their
lunch and rest or nap afterwards. At 2
p.m., an “afternoon circle” is held for an
hour. After this activity, students get ready
to go to the swimming pool for their daily
swim til 5.30 p.m. and they go home.
Main Research at the Model
Demonstration Classroom
There are several studies taking
place at the model demonstration
classroom. The main research is on
the effectiveness of autism teaching
strategies and the best way to implement
these strategies in Malaysian school
settings. Three major approaches in
teaching children with autism are
being investigated. They are Structured

Teaching (Mesibov, Shea, & Schopler,
2007), Discrete Trial Training and Pivotal
Response Training (Koegel & Koegel,
2007). This research is still underway.
Action Research
An action research has also been
carried out to study the impact of having
“hands-on” experience working in the
model demonstration classroom on the
knowledge and attitude of preservice
teachers on autism and children with
autism. This research also hopes to
investigate the benefits and challenges
in providing practicum experience for
preservice teachers, namely undergraduate
students majoring in Special Education at
the faculty.
Two groups of third year Special
Education training to become Learning
Disabilities teachers were invited to
volunteer in the classroom for 2 hours
each week for a whole semester. At
the end of the semester, these students
were interviewed to get their input
regarding their experience.
This research has reached the
stage of analyzing the final data. Initial
findings show positive response from the
preservice teachers involved in the study.
Majority of them think that the model
demonstration classroom is an excellent
platform for them to apply the theoretical
knowledge that they have learnt in their
lectures. Apart from this, they also think
that their experience in the classroom
prepares for the realities of handling a
special education classroom in the future.
Based on this positive finding,
efforts are now being taken to have
undergraduate Special Education students
undergo experience working in this
IJEAD 2(2) : 37-47, 2011
42
classroom as part of their formal learning.
Experience at the classroom will be very
valuable for these students as this is the
only place in the country where they can
experience a classroom where evidencebased
strategies in teaching children with
autism are being applied.
Research on teachers’ knowledge and
training on autism
In order to understand the training
needs of special education teachers with
regards to autism, a research has also been
carried out to investigate their knowledge
and the training that they have received
on autism. Respondents in this study were
more than 100 special education teachers.
Among the main findings of this research
was that respondents reported that their
knowledge of autism is low and they
acknowledged that they need more
information and training. In terms of
training, respondents stated that they
receive more information on autism
during inservice training rather than
preservice training. Findings from this
research could be used to design better
preservice ad inservice training programs
for special education teachers.
These findings also support the
need for the establishment of the autism
model demonstration classroom for use
as a training site for both preservice and
inservice teachers. This research has been
completed and it has been published in
the Malaysian Journal of Education.
Research on the experience and needs
of parents who have children with
autism
One of the major paradigm
shifts in Special Education is the family

centered approach. The main tenet of this
approach is the important role that family
play in the live of children with disability.
As such, services should not just focus
on the needs of the child with disability
but also include the needs of the family
in order to empower them to be more
effective in helping the child to progress.
Therefore it is very important to
understand families and their needs in
order to provide services accordingly. In
order to improve services for families of
IJEAD 2(2) : 37-47, 2011
43
children with autism in Malaysia, research
is needed to better understand experience
and needs of families who have children
with autism in Malaysia. This qualitative
research is still underway; data has
been collected by interviewing families.
Currently the data is being analyzed by
coding the emerging themes found in the
data.
Other research carried out by
graduate students at the classroom are
listed in the table below:
Graduate Students’ Research by in the Autism Model Demonstration Classroom
No Research Title Study
level
1 The Impact of Sight Word Instruction and Discrete
Trial Teaching on the Reading Achievement of Students
with Autism
2 The Application of Structured Teaching to Teach
Children with Autism in Malaysian Schools
3 The Effect of Visual Schedules on the Behaviour of
Children with Autism
4 A Case Study of Inclusive Education for a Child with
Autism in a Primary School
5 Using Discrete Trial Training to Teach Children with
Autism to Read
6 Preparing Individual Education Plans for Students with
Autism in the UKM Autism Model Demonstration
Classroom
7 The Effect of the Picture Exchange System (PECs) on
the Communication of Children with Autism
8 A Case Study on a Behaviour Modification Program
on the Aggressive Behaviour of a Child with Autism
9 Inclusive Education for a Child with Autism in
Preschool
10 An Action Research on The Application of Structured
Teaching in a Classroom for Students with Autism
Name
PhD Saroya Yahya
PhD Siti Barokah Kasran
PhD Mohd. Suffian
Noordin
Master Zulkarnain Umar
Master Hasnilyatulyusnita
Mohd. Yunus
Master Fadliana Chiri
Master Salmiah Bujang
Master Mohd. Amir Azlan
Che Omar
Master Nor Nadia Mohd
Razali
Master Norabisah Sudin

Challenges
IJEAD 2(2) : 37-47, 2011
The main challenge faced by the
demonstration classroom is funding.
The current funding has ended and the
classroom has to depend on contributions
from the public to pay the teachers’
salary and purchase teaching materials.
Disabilities in Malaysia are viewed
from the welfare model of disability,
therefore the need to carry out research
on disabilities is not understood by the
society. As there is little funding for
disabilities to begin with in Malaysia,
there is more emphasis on funding service
provision rather than research.
At the beginning of the research
project, difficulties in finding trained
teachers in special education and autism
was a major challenge. Students who
graduate with a degree in Special
Education are all employed by the
government to teach in schools. Therefore
all teachers and teacher’s aides in the
model demonstration classroom do not
have qualifications in Special Education.
However, after 2 years of working in
classroom with continuous training by
the research team, the teachers have
shown highly satisfactory progress in
their teaching abilities. Their progress
is further spurred by a 6-weeks training
implemented by a master Special
Education teacher with thirty years
teaching experience from the United
States of America.
As teacher training has to be
implemented at the same time as the
operation of the classroom, the research
team has decided that the teaching
strategies that were to be investigated will
be implemented one at a time and not all
at one go.
This initial restrain in resources
44
turns out to be a learing curve to the
research team. The first teaching strategy
that was chosen to be implemented was
Structured Teaching. This strategy has
proven to be very successful, the teachers
found it easy to be implemented and it
has helped the classroom to be structured
resulting in the smooth running of the
classroom. The lesson thus learnt from
this implementation was that this strategy
may be the most suitable for use in
Malaysian special education classrooms,
where teachers have little information
and training on autism. A research
is currently underway to investigate
the effect of implementing Structured
Teaching in Special Education classrooms
in government schools.
Another major challenge to this
project is the lack of space. As the funding
received was small and space limited, the
research team had no choice but to set up
the classroom in a building that used to be
a cafeteria. The lack of space has hindered
the implementation of teaching strategy
that was to be implemented. The research
team is currently trying to raise funds
to build a center that will be spacious
enough where teaching strategies can be
implemented successfully.
The final challenge of this
research project is the complexity of
doing research involving not only with
children who autism, but also their
families. The research team itself has to
equipt itself with effective coomunication
and collaborative skills in order to work
with parents. Teachers not only have
to be trained to work with the students
with autism, but they also have to be
trained to work with parents and under
graduate students who come to volunteer
at the classroom. However, the efforts

to overcome this challenge have led to
improved and effective coomunication
and collaborative skills among the
research team and teachers. The insights
gained from working with students with
autism, parents and under graduate
students have been valuable
Conclusion
There is a high demand for
quality autism educational service. For
example, the autism model demonstration
classroom has been bombarded with
request from parents to have their children
with autism to be enrolled there. However,
due to constraints in terms of funding,
space and manpower, these requests
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IJEAD 2(2) : 37-47, 2011
45
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second phase. This phase will include the
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the benefit of parents and teachers and a
parent education project. However, the
future of this classroom hinges upon its
financial well being. It is hoped that this
classroom will survive for the sake of a
better future for children with autism in
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