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

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Teach<strong>in</strong>g <strong>and</strong> Lean<strong>in</strong>g <strong>in</strong> the<br />

Demonstration Classroom<br />

Each student <strong>in</strong> the class has<br />

different strengths <strong>and</strong> needs. Therefore<br />

each child has different learn<strong>in</strong>g<br />

objectives. To achieve these various<br />

learn<strong>in</strong>g objectives, <strong>in</strong>dividual education<br />

plans (IEPs) are drawn for each student <strong>in</strong><br />

the class. The goals <strong>and</strong> objectives of these<br />

IEPs are set based on the decisions made<br />

by parents <strong>and</strong> teachers dur<strong>in</strong>g the IEP<br />

meet<strong>in</strong>gs which are held every 6 months.<br />

The Autism <strong>Model</strong> Classroom philosophy<br />

is based on the family centered approach,<br />

where families ultimately have the right to<br />

make decisions for the children’s future.<br />

The demonstration classroom<br />

strives to assist its students to develop<br />

physically, cognitively, socially <strong>and</strong><br />

emotionally. The daily activities <strong>in</strong> the<br />

classroom are structured to achieve these<br />

goals. The day beg<strong>in</strong>s at 9 with physical<br />

exercises. Limited research has been done<br />

on the effect of physical exercises on the<br />

development of children with autism.<br />

However, teachers <strong>in</strong> the classroom report<br />

that students focus on the learn<strong>in</strong>g tasks<br />

better after the exercise rout<strong>in</strong>es.<br />

Breakfast follows after the<br />

exercise session <strong>and</strong> after breakfast, the<br />

students have a “morn<strong>in</strong>g circle.” This<br />

activity <strong>in</strong>volves all teachers <strong>and</strong> students.<br />

Dur<strong>in</strong>g this activity, children learn about<br />

the calendar, the weather, <strong>and</strong> other<br />

academic skills such as colors <strong>and</strong> shapes.<br />

Students particularly enjoy s<strong>in</strong>g<strong>in</strong>g action<br />

songs dur<strong>in</strong>g the circle time. They are also<br />

taught to make choices by choos<strong>in</strong>g the<br />

songs that they want to s<strong>in</strong>g.<br />

The ma<strong>in</strong> objective of this activity<br />

is especially to promote the social skills<br />

of these children as they learn to take<br />

<strong>in</strong>structions <strong>in</strong> a gro<strong>up</strong>, wait for their turns,<br />

IJEAD 2(2) : 37-47, 2011<br />

41<br />

respond to their names, provide answers<br />

<strong>and</strong> perform gro<strong>up</strong> activities together.<br />

Teach<strong>in</strong>g these social skills is important<br />

<strong>in</strong> order to prepare these students to be<br />

ready for <strong>in</strong>clusive education <strong>in</strong> the near<br />

future.<br />

After the “morn<strong>in</strong>g circle”,<br />

students move to their <strong>in</strong>dividual desks<br />

for the <strong>in</strong>dividual learn<strong>in</strong>g session,<br />

where the teach<strong>in</strong>g strategy used is<br />

Structured Teach<strong>in</strong>g (Mesibov, Shea, &<br />

Schopler, 2007). This strategy applies<br />

visual schedules to enhance students’<br />

underst<strong>and</strong><strong>in</strong>g of their learn<strong>in</strong>g task <strong>and</strong><br />

what they need to do to complete the task.<br />

The tasks assigned to them are suitable<br />

accord<strong>in</strong>g to their level of abilities.<br />

Examples of the tasks are f<strong>in</strong>e motor<br />

skill tasks such as button<strong>in</strong>g <strong>and</strong> writ<strong>in</strong>g,<br />

cognitive skill tasks such as match<strong>in</strong>g<br />

objects, colors <strong>and</strong> shapes, <strong>and</strong> adaptive<br />

skill tasks such as arrang<strong>in</strong>g cutleries <strong>and</strong><br />

sett<strong>in</strong>g the table.<br />

The <strong>in</strong>dividual learn<strong>in</strong>g session<br />

ends at 12.30 noon. Students have their<br />

lunch <strong>and</strong> rest or nap afterwards. At 2<br />

p.m., an “afternoon circle” is held for an<br />

hour. After this activity, students get ready<br />

to go to the swimm<strong>in</strong>g pool for their daily<br />

swim til 5.30 p.m. <strong>and</strong> they go home.<br />

Ma<strong>in</strong> Research at the <strong>Model</strong><br />

Demonstration Classroom<br />

There are several studies tak<strong>in</strong>g<br />

place at the model demonstration<br />

classroom. The ma<strong>in</strong> research is on<br />

the effectiveness of autism teach<strong>in</strong>g<br />

strategies <strong>and</strong> the best way to implement<br />

these strategies <strong>in</strong> Malaysian school<br />

sett<strong>in</strong>gs. Three major approaches <strong>in</strong><br />

teach<strong>in</strong>g children with autism are<br />

be<strong>in</strong>g <strong>in</strong>vestigated. They are Structured

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