materials syllabus, lesson-plans, teaching materias, and according to Teaching Students with Autism, Aresource Guide for School, British Columbia, 2000 there
are some essential elements for developing teachng and learning amterials for autism students they are:
Instructional approaches Strategies for classroom management
Strategies for communication development Strategies for teaching social skills
Teaching functional skills Those are the five elements that must be included in developing the
teaching-learning materials for autism students.
3.6 Procedures of Analysing the Data
When all data are collected, the next step is analyzing the whole data obtained. In this research, the data analysis is used to find out the materials that need to be
developed, what product muat be created to help autism students get better achievement in learning English. For this, researcher use a qualitative data
analysis in analyzing the obtained data. To make the process of data analysis easier, author describes the data on
a table of the teaching-learning process activities. Then, she analyzes the teaching materials based on the result of cheklist instrument that hasbeen made
before. With those techniques of data analysis, researcher will present a clear
description which is in the form of descriptive data for processing the teaching-
learning materials for autism which needs to be remodified . This would be useful for improving our understanding of the teaching-learning process specially with
an abnormal situation in this context is teaching students with autism. This is also useful for us as teachers-to-be to learn solving the problems that might occur in
the teaching-learning process. The next step to take is designing the materials; which is going to be
discussed in the next section. Designing the materials is the activity which needs time to do, that is why researcher has to follow appropriate procedures in
designing the materials since the materials must suitable with the needs analysis which occur during the process of data collection.
3.7 Procedure of Designing the Materials
Designing the materials is the next step in this research. In this step researcher has to work with the teacher to discuss the result of the observation which derives
a red line of needs analysis; researcher and teacher together work in designing the materials. What has to be remembered that in designing materials there are some
elements that must be implemented in the process of designing the materials. Based on the journal of Effective Educational Practices for Students with Autism
Spectrum Disorders2007:5 here are the elements which have to be implemented in the designing the materials:
1 Foundations: General information about the diagnosis of autism disorder, characteristics of individuals, needs analysis, and key
principle for designing effective teaching materials. Researcher and
teacher have to look through the basic information because the basic is the foundation to take another step in designing the materials which
fits the needs analysis. 2 Teaching and Learning: Strategies and practices that have been found
effective to be applied in teaching students with autism. 3 Communication and Behaviors: Strategies and techniques are applied
to get deeper understanding about students’ characteristics and behavior. This element is very basic; teacher and researcher need to
investigate the students’ characteristics and behavior in the process of designing the materials, those two things are the source of how and
which materials must be modified. 4 Tools or Devices: researcher and teacher have to look through the
teaching-learning devices. Teaching tools are the syllabus, lesson plans excluding objectives and indicators, materials, handouts,
textbooks, evaluation. The existed tools are the source for researcher to evaluate and discus the tools with teacher; the tools also draw a
silver lining for researcher in designing the materials. 5 References: A glossary and lists of helpful resources on teaching
autistic students. The lists can be journals, books, online webs, and so on.
The five elements are crucial and must be implemented in designing the materials; researcher and teacher have to make sure that both of them keep the
elements to be in the process of designing the materials.
Most important part is that those five elements help teacher and researcher to deepen their knowledge about the problems they are facing in developing the
materials in this case deep knowledge about the situation they are facing in teaching autism students, this knowledge helps teacher and researcher to develop
the materials based on the situation, teacher and researcher must have the same level of knowledge about the situation; it lessens the risk of misunderstanding
between the two, so that the discussion keeps running as the way it is planned. The product of this whole process is a rough plan of materials design that will be
developed in the next step.
3.8 Procedures of Developing the Materials
