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