Dealing With An Autistic Child At TK Tiara Bunda.
ABSTRACT
Tugas Akhir ini berisi analisis permasalahan yang dihadapi ketika saya
melaksanakan program magang sebagai asisten guru di TK Tiara Bunda,
yang berlangsung dari bulan Januari hingga bulan Februari 2013. Selama
melaksanakan kerja praktek, saya menemukan kesulitan dalam
menghadapi seorang anak yang autis, karena ini merupakan pengalaman
pertama saya berhadapan langsung dengan anak autis.
Faktor yang menjadi penyebab dari permasalahan yang saya alami
adalah tidak adanya pengalaman sebelumnya dalam menghadapi anak
autis. Faktor lainnya adalah saya enggan untuk bertanya atau belajar dari
guru-guru lain di sekolah. Lalu faktor lainnya yaitu sedikitnya pengetahuan
yang saya miliki tentang autisme. Saya pun kurang mengetahui
bagaimana saya harus bertindak dan bagaimana cara terbaik
berkomunikasi dengan anak autis. Hal-hal tersebut mengakibatkan saya
mendapatkan kesulitan dalam menangani anak tersebut di sekolah.
Saya memaparkan tiga solusi yang dapat digunakan untuk menangani
kesulitan saya dalam menghadapi anak berkebutuhan khusus beserta
dampak positif dan negatif dari masing-masing solusi tersebut. Solusi
yang pertama adalah menggunakan alat bantu visual dalam memberikan
instruksi dan aturan. Solusi yang kedua yaitu saya harus sesering
mungkin memberikan pujian atau dorongan positif atas sesuatu yang telah
ia kerjakan dengan baik. Solusi yang ketiga adalah saya harus
mengetahui sesuatu yang anak tersebut sukai dan menerapkannya dalam
pembelajaran semaksimal mungkin agar anak tersebut senang dalam
belajar. Setelah analisis dilakukan, menurut saya ketiga solusi tersebut
sangat baik untuk saya kombinasikan dan terapkan dalam menghadapi
kesulitan yang saya hadapi.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ............................................................................................ .... i
DECLARATION OF ORIGINALITY ......................................................... .... ii
ACKNOWLEDGEMENTS ....................................................................... .... iii
TABLE OF CONTENTS .......................................................................... .... v
CHAPTER I. INTRODUCTION ............................................................... .... 1
A.
B.
C.
D.
E.
F.
Background of the Study
Identification of the Problem
Objectives and Benefits of the Study
Description of the Institution
Method of the Study
Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS ...................................................... .... 7
CHAPTER III. POTENTIAL SOLUTIONS.................................................... ... 11
CHAPTER IV. CONCLUSION ................................................................. .... 17
BIBLIOGRAPHY
APPENDIX: A. FLOWCHART
B. PROPOSAL
v
Maranatha Christian University
A. FLOWCHART
Effect 1: I become
stressed out.
Cause 1: I had no
experience in teaching an
autistic student.
Cause 2: I was reluctant to
learn from other teacher.
PROBLEM STATEMENT :
I had difficulties in dealing
with an austistic child at TK
Tiara Bunda
Effect 2: I was confused of
what to do.
Cause 3: I had little
knowledge about autism.
Potential Positive
Effects: :
1. I can make the
student interested
in learning.
Potential Negative
Effects:
POTENTIAL SOLUTION I :
I will use visual when giving
instructions and rules
2. I can make the
student
understand easily.
Potential Negative
Effect::
Potential Positive
Effects:
1. I can make the
student more
motivated in
learning.
2. I can encourage
the student to
perform with good
behavior.
Potential Positive
Effects:
1. I can make the
student have more
passion in
learning.
2. I can make the
student learn
more.
1. I have to spend
more time in
preparing the
visual aids.
2. I have to spend
more money to but
the materials.
POTENTIAL SOLUTION II :
I should often give appraisal
to the student
POTENTIAL SOLUTION III :
I should know the student’s
special interest and make the
most of it
CHOOSEN SOLUTION :
The combination all potential
solutions
1. I can make the
other student
envious.
Potential Negative
Effects::
1. I should have so
many ideas to
make a good stuff.
B. PROPOSAL
CHAPTER I
INTRODUCTION
A. Background of the Study
Teaching is defined as “an academic process by which students are
motivated to learn in ways that make a sustained, substantial, and
positive influence on how they think, act, and feel” (Schreyer Institute for
Teaching Excellence). From the quotation above, it is clear that teaching
does not just deal with subject matter. The focus of teaching is actually
on the students. Thus, teachers have a responsibility for what they teach,
because teachers influence the student’s growth very much by the
knowledge they impart. The teacher’s main role is to help the students
get the positive values to face the world.
The crucial point in learning is at a young age. Children aged 3-6
years are at the time when they can accept and learn things very easily.
Based on the article “Fosterparentscope Training”, “Children in the age
group also show rapid developments in many aspects: physical,
intellectual, social, emotional, and also moral” (par. 2). Each child is
unique in the sense that the stages of the developments may vary among
1
Maranatha Christian University
children of the same group. Teachers of young children must be aware of
these stages of development and also the variation.
The differences in the children can make teaching young children a
challenge. There can be even bigger challenges when the teachers have
to deal with children with special needs. Children with special needs are
children with a variety of different disabilities, health and mental health
conditions that require special intervention, services, or support
(“Children with Special Needs” par 1).
During my internship in TK Tiara Bunda, I had to handle a child with
special needs. She is a five-year-old girl, whose name is Kayla. She is an
autistic child. Based on Michael Abraham (5), he said that an autistic
child shows the characteristics below:
- impaired ability to form social and emotional relationship
- repetitive
- non-goal-directed body motions and behaviors
- not seeing certain objects
- hyperactivity
- passivity
- lack of awareness of body
- difficulty in processing auditory information
- difficulty in generalizing skills
- difficulty in time concepts
- difficulty in regulating emotions
2
Maranatha Christian University
- difficulty in learning by listening
- biting and scratching
In the class, Kayla liked to shout out of the blue, even when the class
activity was praying. She often ate her meal when praying and could not
be told to stop. She liked to run out of the class and then she just stood
beside the wall and did not do anything. When the teacher gave a lesson,
she never wanted to join and could not concentrate. She liked to
suddenly bite her friends or her teacher. Because she often hurt her
friends, other students did not want to play with her as they were afraid of
her.
I became a teacher assistant when I did my internship, and one of my
duties was to be Kayla’s helper. I had to accompany her during the
lessons so that she would be able to follow the lessons. I found it was not
easy to deal with the autistic student and thought there must be special
ways to handle her. Because of that, I choose to discuss the topic
“Dealing with an Autistic Child at TK Tiara Bunda” for my term paper. In
this term paper I will analyze the problem critically and systematically, in
order that the solutions to the problem can be found out.
B. Identification of the Problem
What I am going to analyze in this paper is formulated in these
questions:
1. Why did I find difficulties in dealing with a five-year-old autistic
child at TK Tiara Bunda?
3
Maranatha Christian University
2. How did the difficulties affect my working performance?
3. How should I overcome the difficulties?
C. Objectives and Benefits of the Study
There are three objectives of the study. First, by writing this term
paper, I hope I can find the causes of difficulties in dealing with the
autistic student at TK Tiara Bunda. Second, I aim at finding out how my
difficulties affected my working performance. Third, I would like to find out
the best ways to overcome my difficulties.
I also hope that the term paper can be beneficial for the readers and
give some knowledge about how to deal with autistic students. Hopefully,
the institution can also get helpful information to handle autistic students
there. As for me, this study enriches my knowledge on how to handle
students with special needs. Hopefully, this term paper can be useful and
give the benefit for everyone who read it.
D. Description of the Institution
Based on the institution profile of TK Tiara Bunda, the school was
established in 2003, located in the South of Bandung, precisely in
Batununggal Indah Estate. The school was founded by Ms. Jade Jap
Lian who served as the president of the foundation. The first class to
open was the playgroup, which deal with children ranging in age from two
to three years old. To answer the needs of further education, in 2005 TK
4
Maranatha Christian University
TIiara Bunda opened Kindergarten classes for children aged four to five
years, with the motto "BERMAIN SERAYA BELAJAR".
TK Tiara Bunda also has the vision to be the top choice of qualified
education with the emphasis on the formation of character, intelligence,
creativity, innovation and devotion to God Almighty. TK TIARA BUNDA
has three missions, the first mission is to develop qualified human
resources that are reliable, independent, confident, responsible and
civilized. The second mission is to create an atmosphere of learning
which is safe, convenient, and structured to support the achievement of
educational goals. The last mission is to continue to seek educational
services according to the needs of the society and the demands of time.
E. Method of the Study
I apply two methods in conducting the study. The first is field research
through observation, which was done during my internship. The data
gathered from the observation are recorded in my internship journal.
Secondly, I do library research to gain theories to support my analysis, by
looking for reference books and Internet websites that are related with
my topic.
F. Limitation of the Study
The study is focused on my difficulties in handling one student in
Kindergarten class. Her name is Kayla, a five-year-old autistic child. The
difficulties happened during my internship at TK Tiara Bunda from
5
Maranatha Christian University
January 7th to February 16th, 2013. My working hours were 8am 10am.
G. Organization of the Term Paper
This term paper begins with the Abstract that contains a summary of
this term paper in Indonesian. Then it is followed by Acknowledgements,
which contains my gratitude to those who have helped me in the
completion of this term-paper. After Acknowledgements, there is Table of
Contents followed by four chapters. Chapter I is an introduction to the
analysis, which consists of Background of the Study, Identification of the
Problem, Objectives and Benefits of the Study, Description of the
Institution, Method of the Study, Limitation of the Study, and Organization
of the Term Paper. Chapter II contains the analysis of the problem, the
cause and effects of the problem. Chapter III contains the analysis of
potential solutions, potential positive effects and potential negative
effects based on relevant theories. Chapter IV contains a conclusion and
the best solution for the problem. Those four chapters are followed by
Bibliography, which consists of a list of books and articles used as
sources in the preparation of writing this term-paper. The last part is
Appendix, which contains Flowchart.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
Being a teacher assistant in TK Tiara Bunda is not as easy as I thought
before, especially when I have to deal with an autistic student. In dealing
with the autistic student, I have some difficulties. In the analysis on chapter
II, I have found three causes and two effects of my difficulties in dealing
with the autistic student. The causes are: I had no experience in teaching
an autistic student, I was reluctant to learn from other teacher and I had
little knowledge about autism. Furthermore, the difficulties also give some
effects, such as: I became stressed out and I was confused of what to do.
From my analysis, I have found three potential solutions that might be
useful to solve this problem. The first potential solution is I will use visuals
when giving instructions and rules. Second, I should often give appraisal
to the student. Third, I should know the student’s special interest and
make the most of it.
From all the potential solutions above, I think combining all the potential
solution will be the best way to solve the problem. The reason why I
choose to combine all the potential solution is because giving visual
17
Maranatha Christian University
instructions and rules is the best way for autistic student to learn. As
written in the previous chapter, many autistic kids are visual thinkers and
learners. Most autistic students have difficulties in communication so it will
be easier for them to see than to listen. Pictures are like words for them. I
also choose to apply the second potential solution because getting
appraisal can motivate not only autistic students but also almost the other
students. Giving appraisal can make students more passionate and
motivated in learning. Lastly, I also choose the third potential solution
because knowing about the student’s interest and making the most of it is
really important in helping the autistic student to be attracted to learning. If
the teacher gives an exercise like counting and changes the number into
something interesting for the students like bears or cars, that is of their
interest, the teacher can get their attention and they will look at it and be
curious.
Finally, I have some suggestions to other students going to teach. In
my opinion, students who want to be a teacher should love children so
much, because it will be so hard if they do not like children. If we love
children we will have patience to deal with them. Furthermore, they must
have a good preparation, like reading books about teaching, how to be a
great teacher and the characteristics of children. School now accepts
children with special needs in regular classes. Thus, a teacher-to-be
should prepare for this too because it will be so different with teaching
normal students.
18
Maranatha Christian University
BIBLIOGRAPHY
Printed sources
Abraham, Michael. Educating the Young Child with Autism Spectrum
Disorders. Minnesota, 2008
Electronic sources
Brick, Beverlee. “Advantages & Disadvantages of Visual Aids.” Ehow science
and Education. 6 May 2013.
“Centre for Teaching Excellence.” Uwaterloo. 6 May 2013
Maranatha Christian University
“Children with Special Needs.” 211 LA Country. 22 April 2013.
Cirelli, Cheryl. “Tips for Working with Autistic Children”. Love to Know
Autism. 2006-2013. 15 April 2013
Ernspeger, Lori. Keys to success for Teaching Student with Autism. United
States of America, 2002. 20 April 2013.
“Fosterparentscope Training.” Child Development. 22 April 2013.
Maranatha Christian University
“Helping Children with Autism.” Helpguide.org. 2013. 25 March 2012.
Lepkowska, Dorothy.” Why Don’t You Understand.” TheGuardian. 11
November 2008. 25 March 2013
Logsdon, Ann. ”Positive Reinforcements - Fix Behavior Problems with
Positive Reinforcement.” About.com. 2013. 13 May 2013
Lowry, Lauren. "Good job!" Is Praising Young Children a Good idea?. The
Hanen Centre. 2011. 14 May 2013
“Making Learning Fun for Autistic Children.” Sensory Processing Disorders.
16 April 2013
Maranatha Christian University
Meador, Derrick. “Teacher to Teacher Communication.” About.com.
2013. 6 June 2013.
“Programs and Strategies for Positive Behavior: School-Wide Programs &
Strategies: Positive Reinforcement.” Emstac. 13May 2013.
“Schreyer Institute for Teaching Excellence.” Schreyer Institute. 2013. 22
April 2013.
“Students with Autism: Take Advantage of Special Interests and Strengths.”
KidCompanions. 14 Maret 2013. 16 May 2013
“Teaching a Child with Autism.” Autism and More. 2013. 16 May 2013.
Maranatha Christian University
“Teaching Autism Students in Inclusive Classrooms.” Child-Autism-ParentCafe.com. 2005-2013.12 May 2013.
“Visual Supports.” The National Autistic Society. 2003. 6 May 2013.
Maranatha Christian University
Tugas Akhir ini berisi analisis permasalahan yang dihadapi ketika saya
melaksanakan program magang sebagai asisten guru di TK Tiara Bunda,
yang berlangsung dari bulan Januari hingga bulan Februari 2013. Selama
melaksanakan kerja praktek, saya menemukan kesulitan dalam
menghadapi seorang anak yang autis, karena ini merupakan pengalaman
pertama saya berhadapan langsung dengan anak autis.
Faktor yang menjadi penyebab dari permasalahan yang saya alami
adalah tidak adanya pengalaman sebelumnya dalam menghadapi anak
autis. Faktor lainnya adalah saya enggan untuk bertanya atau belajar dari
guru-guru lain di sekolah. Lalu faktor lainnya yaitu sedikitnya pengetahuan
yang saya miliki tentang autisme. Saya pun kurang mengetahui
bagaimana saya harus bertindak dan bagaimana cara terbaik
berkomunikasi dengan anak autis. Hal-hal tersebut mengakibatkan saya
mendapatkan kesulitan dalam menangani anak tersebut di sekolah.
Saya memaparkan tiga solusi yang dapat digunakan untuk menangani
kesulitan saya dalam menghadapi anak berkebutuhan khusus beserta
dampak positif dan negatif dari masing-masing solusi tersebut. Solusi
yang pertama adalah menggunakan alat bantu visual dalam memberikan
instruksi dan aturan. Solusi yang kedua yaitu saya harus sesering
mungkin memberikan pujian atau dorongan positif atas sesuatu yang telah
ia kerjakan dengan baik. Solusi yang ketiga adalah saya harus
mengetahui sesuatu yang anak tersebut sukai dan menerapkannya dalam
pembelajaran semaksimal mungkin agar anak tersebut senang dalam
belajar. Setelah analisis dilakukan, menurut saya ketiga solusi tersebut
sangat baik untuk saya kombinasikan dan terapkan dalam menghadapi
kesulitan yang saya hadapi.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ............................................................................................ .... i
DECLARATION OF ORIGINALITY ......................................................... .... ii
ACKNOWLEDGEMENTS ....................................................................... .... iii
TABLE OF CONTENTS .......................................................................... .... v
CHAPTER I. INTRODUCTION ............................................................... .... 1
A.
B.
C.
D.
E.
F.
Background of the Study
Identification of the Problem
Objectives and Benefits of the Study
Description of the Institution
Method of the Study
Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS ...................................................... .... 7
CHAPTER III. POTENTIAL SOLUTIONS.................................................... ... 11
CHAPTER IV. CONCLUSION ................................................................. .... 17
BIBLIOGRAPHY
APPENDIX: A. FLOWCHART
B. PROPOSAL
v
Maranatha Christian University
A. FLOWCHART
Effect 1: I become
stressed out.
Cause 1: I had no
experience in teaching an
autistic student.
Cause 2: I was reluctant to
learn from other teacher.
PROBLEM STATEMENT :
I had difficulties in dealing
with an austistic child at TK
Tiara Bunda
Effect 2: I was confused of
what to do.
Cause 3: I had little
knowledge about autism.
Potential Positive
Effects: :
1. I can make the
student interested
in learning.
Potential Negative
Effects:
POTENTIAL SOLUTION I :
I will use visual when giving
instructions and rules
2. I can make the
student
understand easily.
Potential Negative
Effect::
Potential Positive
Effects:
1. I can make the
student more
motivated in
learning.
2. I can encourage
the student to
perform with good
behavior.
Potential Positive
Effects:
1. I can make the
student have more
passion in
learning.
2. I can make the
student learn
more.
1. I have to spend
more time in
preparing the
visual aids.
2. I have to spend
more money to but
the materials.
POTENTIAL SOLUTION II :
I should often give appraisal
to the student
POTENTIAL SOLUTION III :
I should know the student’s
special interest and make the
most of it
CHOOSEN SOLUTION :
The combination all potential
solutions
1. I can make the
other student
envious.
Potential Negative
Effects::
1. I should have so
many ideas to
make a good stuff.
B. PROPOSAL
CHAPTER I
INTRODUCTION
A. Background of the Study
Teaching is defined as “an academic process by which students are
motivated to learn in ways that make a sustained, substantial, and
positive influence on how they think, act, and feel” (Schreyer Institute for
Teaching Excellence). From the quotation above, it is clear that teaching
does not just deal with subject matter. The focus of teaching is actually
on the students. Thus, teachers have a responsibility for what they teach,
because teachers influence the student’s growth very much by the
knowledge they impart. The teacher’s main role is to help the students
get the positive values to face the world.
The crucial point in learning is at a young age. Children aged 3-6
years are at the time when they can accept and learn things very easily.
Based on the article “Fosterparentscope Training”, “Children in the age
group also show rapid developments in many aspects: physical,
intellectual, social, emotional, and also moral” (par. 2). Each child is
unique in the sense that the stages of the developments may vary among
1
Maranatha Christian University
children of the same group. Teachers of young children must be aware of
these stages of development and also the variation.
The differences in the children can make teaching young children a
challenge. There can be even bigger challenges when the teachers have
to deal with children with special needs. Children with special needs are
children with a variety of different disabilities, health and mental health
conditions that require special intervention, services, or support
(“Children with Special Needs” par 1).
During my internship in TK Tiara Bunda, I had to handle a child with
special needs. She is a five-year-old girl, whose name is Kayla. She is an
autistic child. Based on Michael Abraham (5), he said that an autistic
child shows the characteristics below:
- impaired ability to form social and emotional relationship
- repetitive
- non-goal-directed body motions and behaviors
- not seeing certain objects
- hyperactivity
- passivity
- lack of awareness of body
- difficulty in processing auditory information
- difficulty in generalizing skills
- difficulty in time concepts
- difficulty in regulating emotions
2
Maranatha Christian University
- difficulty in learning by listening
- biting and scratching
In the class, Kayla liked to shout out of the blue, even when the class
activity was praying. She often ate her meal when praying and could not
be told to stop. She liked to run out of the class and then she just stood
beside the wall and did not do anything. When the teacher gave a lesson,
she never wanted to join and could not concentrate. She liked to
suddenly bite her friends or her teacher. Because she often hurt her
friends, other students did not want to play with her as they were afraid of
her.
I became a teacher assistant when I did my internship, and one of my
duties was to be Kayla’s helper. I had to accompany her during the
lessons so that she would be able to follow the lessons. I found it was not
easy to deal with the autistic student and thought there must be special
ways to handle her. Because of that, I choose to discuss the topic
“Dealing with an Autistic Child at TK Tiara Bunda” for my term paper. In
this term paper I will analyze the problem critically and systematically, in
order that the solutions to the problem can be found out.
B. Identification of the Problem
What I am going to analyze in this paper is formulated in these
questions:
1. Why did I find difficulties in dealing with a five-year-old autistic
child at TK Tiara Bunda?
3
Maranatha Christian University
2. How did the difficulties affect my working performance?
3. How should I overcome the difficulties?
C. Objectives and Benefits of the Study
There are three objectives of the study. First, by writing this term
paper, I hope I can find the causes of difficulties in dealing with the
autistic student at TK Tiara Bunda. Second, I aim at finding out how my
difficulties affected my working performance. Third, I would like to find out
the best ways to overcome my difficulties.
I also hope that the term paper can be beneficial for the readers and
give some knowledge about how to deal with autistic students. Hopefully,
the institution can also get helpful information to handle autistic students
there. As for me, this study enriches my knowledge on how to handle
students with special needs. Hopefully, this term paper can be useful and
give the benefit for everyone who read it.
D. Description of the Institution
Based on the institution profile of TK Tiara Bunda, the school was
established in 2003, located in the South of Bandung, precisely in
Batununggal Indah Estate. The school was founded by Ms. Jade Jap
Lian who served as the president of the foundation. The first class to
open was the playgroup, which deal with children ranging in age from two
to three years old. To answer the needs of further education, in 2005 TK
4
Maranatha Christian University
TIiara Bunda opened Kindergarten classes for children aged four to five
years, with the motto "BERMAIN SERAYA BELAJAR".
TK Tiara Bunda also has the vision to be the top choice of qualified
education with the emphasis on the formation of character, intelligence,
creativity, innovation and devotion to God Almighty. TK TIARA BUNDA
has three missions, the first mission is to develop qualified human
resources that are reliable, independent, confident, responsible and
civilized. The second mission is to create an atmosphere of learning
which is safe, convenient, and structured to support the achievement of
educational goals. The last mission is to continue to seek educational
services according to the needs of the society and the demands of time.
E. Method of the Study
I apply two methods in conducting the study. The first is field research
through observation, which was done during my internship. The data
gathered from the observation are recorded in my internship journal.
Secondly, I do library research to gain theories to support my analysis, by
looking for reference books and Internet websites that are related with
my topic.
F. Limitation of the Study
The study is focused on my difficulties in handling one student in
Kindergarten class. Her name is Kayla, a five-year-old autistic child. The
difficulties happened during my internship at TK Tiara Bunda from
5
Maranatha Christian University
January 7th to February 16th, 2013. My working hours were 8am 10am.
G. Organization of the Term Paper
This term paper begins with the Abstract that contains a summary of
this term paper in Indonesian. Then it is followed by Acknowledgements,
which contains my gratitude to those who have helped me in the
completion of this term-paper. After Acknowledgements, there is Table of
Contents followed by four chapters. Chapter I is an introduction to the
analysis, which consists of Background of the Study, Identification of the
Problem, Objectives and Benefits of the Study, Description of the
Institution, Method of the Study, Limitation of the Study, and Organization
of the Term Paper. Chapter II contains the analysis of the problem, the
cause and effects of the problem. Chapter III contains the analysis of
potential solutions, potential positive effects and potential negative
effects based on relevant theories. Chapter IV contains a conclusion and
the best solution for the problem. Those four chapters are followed by
Bibliography, which consists of a list of books and articles used as
sources in the preparation of writing this term-paper. The last part is
Appendix, which contains Flowchart.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
Being a teacher assistant in TK Tiara Bunda is not as easy as I thought
before, especially when I have to deal with an autistic student. In dealing
with the autistic student, I have some difficulties. In the analysis on chapter
II, I have found three causes and two effects of my difficulties in dealing
with the autistic student. The causes are: I had no experience in teaching
an autistic student, I was reluctant to learn from other teacher and I had
little knowledge about autism. Furthermore, the difficulties also give some
effects, such as: I became stressed out and I was confused of what to do.
From my analysis, I have found three potential solutions that might be
useful to solve this problem. The first potential solution is I will use visuals
when giving instructions and rules. Second, I should often give appraisal
to the student. Third, I should know the student’s special interest and
make the most of it.
From all the potential solutions above, I think combining all the potential
solution will be the best way to solve the problem. The reason why I
choose to combine all the potential solution is because giving visual
17
Maranatha Christian University
instructions and rules is the best way for autistic student to learn. As
written in the previous chapter, many autistic kids are visual thinkers and
learners. Most autistic students have difficulties in communication so it will
be easier for them to see than to listen. Pictures are like words for them. I
also choose to apply the second potential solution because getting
appraisal can motivate not only autistic students but also almost the other
students. Giving appraisal can make students more passionate and
motivated in learning. Lastly, I also choose the third potential solution
because knowing about the student’s interest and making the most of it is
really important in helping the autistic student to be attracted to learning. If
the teacher gives an exercise like counting and changes the number into
something interesting for the students like bears or cars, that is of their
interest, the teacher can get their attention and they will look at it and be
curious.
Finally, I have some suggestions to other students going to teach. In
my opinion, students who want to be a teacher should love children so
much, because it will be so hard if they do not like children. If we love
children we will have patience to deal with them. Furthermore, they must
have a good preparation, like reading books about teaching, how to be a
great teacher and the characteristics of children. School now accepts
children with special needs in regular classes. Thus, a teacher-to-be
should prepare for this too because it will be so different with teaching
normal students.
18
Maranatha Christian University
BIBLIOGRAPHY
Printed sources
Abraham, Michael. Educating the Young Child with Autism Spectrum
Disorders. Minnesota, 2008
Electronic sources
Brick, Beverlee. “Advantages & Disadvantages of Visual Aids.” Ehow science
and Education. 6 May 2013.
“Centre for Teaching Excellence.” Uwaterloo. 6 May 2013
Maranatha Christian University
“Children with Special Needs.” 211 LA Country. 22 April 2013.
Cirelli, Cheryl. “Tips for Working with Autistic Children”. Love to Know
Autism. 2006-2013. 15 April 2013
Ernspeger, Lori. Keys to success for Teaching Student with Autism. United
States of America, 2002. 20 April 2013.
“Fosterparentscope Training.” Child Development. 22 April 2013.
Maranatha Christian University
“Helping Children with Autism.” Helpguide.org. 2013. 25 March 2012.
Lepkowska, Dorothy.” Why Don’t You Understand.” TheGuardian. 11
November 2008. 25 March 2013
Logsdon, Ann. ”Positive Reinforcements - Fix Behavior Problems with
Positive Reinforcement.” About.com. 2013. 13 May 2013
Lowry, Lauren. "Good job!" Is Praising Young Children a Good idea?. The
Hanen Centre. 2011. 14 May 2013
“Making Learning Fun for Autistic Children.” Sensory Processing Disorders.
16 April 2013
Maranatha Christian University
Meador, Derrick. “Teacher to Teacher Communication.” About.com.
2013. 6 June 2013.
“Programs and Strategies for Positive Behavior: School-Wide Programs &
Strategies: Positive Reinforcement.” Emstac. 13May 2013.
“Schreyer Institute for Teaching Excellence.” Schreyer Institute. 2013. 22
April 2013.
“Students with Autism: Take Advantage of Special Interests and Strengths.”
KidCompanions. 14 Maret 2013. 16 May 2013
“Teaching a Child with Autism.” Autism and More. 2013. 16 May 2013.
Maranatha Christian University
“Teaching Autism Students in Inclusive Classrooms.” Child-Autism-ParentCafe.com. 2005-2013.12 May 2013.
“Visual Supports.” The National Autistic Society. 2003. 6 May 2013.
Maranatha Christian University