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e. The principle of learning by doing.
In learning activity, teachers gave students with autism more opportunity particularly the disabled students to do practice and trial or
discover a new thing through observation, research and so on.
f. The principle of individualization
Teachers recognized the initial ability and characteristic of each student very well either their ability and disability, their speed
and retard in absorbing learning material and behaving so that each student especially the disabled will get the equal treatment and
attention.
g. The principle of discovering
Teachers developed learning strategy that stimulates student to be actively involved either physically, mentally, socially and
emotionally.
h. The principle of problem solving
Teachers proposed some problems in their surroundings. The disabled especially the autism are trained to find the formula, find the data,
analyze and solve the problem according to their ability.
5. How did English teachers asses English foreign language for the
students with autism?
In term of how English teachers assesed English foreign language for the students with autism, a literature review of Graves 2000 was
taken. Grave mentions that defining the context and articulating our beliefs serve as the foundation for the process to follow when designing
our own programme. Assessing needs,formulating goals and objectives, developing materials, designing an assessment plan, organizing the course
88 and conceptualizing content is described as a framework of course
development process. Although there is no one way of organizing a course; the factors mentioned can help us choose how to do it. The results
have to make sense to you, to the students, and to the authorities.
In reality, English teachers assesed English foreign language for the students with autism by providing several kinds of tests such as speaking,
listening, writing which were made similar for the students with autism. For written tests, they were made different with normal students, the
following explains in details. It was aimed to evaluate the learning program which has been conducted.
Furthermore, the assesment was aslo aimed to gather information before the program of learning for students with autism. In addition, It was
aimed to understand both the excellence and burdens of these students in learning. As the result, it was expected that the program is designed most
suitably to these students with special need. The type of test was made simpler than the regular test. The aim of
this specification is in order for these students with autism to be able to accomplish the test well.
In common, the instruction was made simple with more understandable language. The model of the test is simplified as well.
Despite the fact, the topic of the test is similar for the normal students. In the following appendices is the model of the test ever conducted
for these students with autism, except for B as he is considered to be able to accomplish the regular test. He has more understanding compared to
his peers with autism. The function of monitoring learning progress is aimed to monitor
the learning progress achieved by these students.
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a. Academic Report System
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