Teaching English to a Student with Autism Spectrum Disorder in Regular Classroom in Indonesia

Abstract

The recognition of students with special needs has been increasing significantly in Indonesia recently and the better understanding as well as supportive school programs is urgently needed. It was found out that schools and teachers in Indonesia had very limited preparedness either in teaching skills or material development to meet the actual needs of the students. This study then aimed at investigating appropriate strategies of teaching English to a student with Autistic Spectrum Disorder (ASD) included in a regular classroom. This research was in the form of a case study conducted in North Bali Bilingual School. The data were collected through observations and interviews. The findings show that the Individual Education Plan (IEP) provided with visual media through co-teaching, differentiated instruction and also through a "buddy program" are found appropriate to help the student learn English as a foreign language. These strategies are effective to be implemented in an inclusive classroom program.

A Prototype of Augmented Reality Animation (ARA) E-Courseware: An Assistive Technology To Assist Autism Spectrum Disorders (Asd) Students Master In Basic Living Skills

“…The findings of this study provided greater insight into the understanding of the effectiveness and proven that Augmented Reality Animation e-courseware as assistive technology to assist Autism Spectrum Disorders (ASD) students master in basic living skills. Some of the findings from this study were in line with the previous study on augmented reality [12][13][14][15][16]. Besides that, most of the interviewed participating SpeEdu Teachers also revealed the usability of the e-courseware in helping them to deliver the lessons more effectively compare to transitional pedagogical practices.…”

Indonesian Educators’ Knowledge and Beliefs about Teaching Children with Autism

“…One consequence of the inclusive education initiative is that children, who might previously have been excluded from education in regular and special schools (Tucker, 2013), are attending inclusive classrooms (Padmadewi & Artini, 2017). The majority of these children have intellectual disabilities (Sunardi et al, 2011).…”

“…Comparative international research suggests that, in other countries, children with autism are being educated in settings that range across a mainstream-tospecial school-excluded continuum . Given the diverse nature of autism it is possible that many children with autism might attend regular Indonesian schools, however data on this issue is absent outside of a single case study report (Padmadewi & Artini, 2017).…”

Far from Expectation: A Systematic Literature Review of Inclusive Education in Indonesia

“…There was 33% (3 studies) that discuss the theme of inclusive learning, namely English learning, Indonesian language learning & natural science, and mathematics learning. English learning for students with autistic spectrum disorder (ASD) is rated positively by using the Individual Education Plan (IEP) which is equipped with visual media based on "buddy program" [57]. The next study is Indonesian language learning and natural science using quantum teaching methods.…”

“…The first article seeks to explore information on three students who have learning disabilities in mathematics on fractions sub discussion [56]. Furthermore, another article that uses students as research subjects is a study of 20 students who have autistic spectrum disorder (ASD) using observation and interview methods [57]. Besides students, there are several other research subjects used in some of these studies.…”