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B. Focus of the Study
a. Identification of the Problem
Identification of the problem was found after observing the characteristic and social behaviour of the students with autism, particularly
concerning their English learning activity. In related to this condition, observations, interview, involving in the learning environment and making
direct contact with the students with autism are conducted. The study is not only focuesed on how these students learn English but
also recognizing their impairement in social life due to the neurological disorder.
b. Limitation of the Study
Teaching English to students with special need especially those with autism is a fact that is necessary to find out the solution in order to reach the
goal of education including to encourage these disabled students to meet satisfying academic outcome. It requires several considerations including:
1. Curriculum
Curriculum can be defined, as an educational program which states: a
The educational purpose of the program the ends. b
The content teaching procedures and learning experience which will be necessary to achieve this purpose the means.
c Some means for assessing whether or not the educational ends have
been achieved.”
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Nunan 2000 defines that curriculum is a very general concept which involves consideration of the whole complex of philosophical,
social and administrative factors which contribute to the planning of an educational program. In addition, White 1993 explains that
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Richards, Platt and Platt 1993. P. 94
9 curriculum theory encompasses philosophy and value systems; the
main components of the curriculum: purposes, content, methodology and evaluation; and the process whereby curricula are developed,
implemented and evaluated”.
2. Teachers
Teachers have very essential role in educating all students in general and particularly students with special need. The following is the citation from
a source in regard with the role of teachers by the National Commission on Education concluded with a vision of the teacher in the twenty-first century:
In our vision, a teacher in the 21st century will be an authority and enthusiastin the knowledge, ideas, skills, understanding and values to be
presented to pupils. The teacher will be an expert on effective learning, with knowledge of a range of classroom methods that can be intelligently applied
and an understanding of appropriate organisational and management styles, conditions, and resources. The teacher will have the capacity to think deeply
about educational aims and values, and thereby critically about educational programmes. The teacher will be willing to motivate and encourage each and
every pupil, assessing progress and learning needs in their widest sense, even when this involves them in areas outside formal education. The teacher
will in the first instance be an educator, not only of the „subject‟ being taught
but also aiming to extend the intellectual, imaginative, inquiring and critical powers of his or her pupils, and to encourage them to question their wider
personal and social values. p. 197
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. As cited by Christopher Day in his book, Developing Teachers, page 204.
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Day, Christopher Developing Teacher, Falmer Press, 1999, p. 204.
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3. Learning Activity
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