the precise amount of water is in the tub, the temperature is exact, the same soap is in its assigned spot and even the same towel is in the same place. Any
break in the routine can provoke a severe reaction in the individual and place a tremendous strain on the adult trying to work with him or her.
From those characteristics above, it can be grouped to be four criteria that can be used as the sign of autism in the child
’s early infancy. They are early onset of autistic aloneness, absence or distortion of language, stereotyped
insistence on sameness, and the lack of demonstrable physical defect. But, it is rare for children to display those four autistic criteria. But, although
children with autism have some common features, but no two individuals are same because the pattern and extent of difficulties may change with
development. The common characteristics help us to understand the general needs of autism children, but there is a need to combine this information with
knowledge of the specific interests, abilities, and personality of each student.
2.2.4 Teaching Autistic Students
Children with autism present with differences in learning style, impairments in communication and social skill development, and the presence of challenging
behaviors. Therefore, there is no specific curriculum to teach them. Effective programs are individualized and based on the unique needs and abilities of each
student. The student’s personal program plan will include a combination of objectives from the regular curriculum as well as objectives that are unique to the
individual.
There are numerous problems that autistic children face in academic environment. They have difficulty with any changes and distractions, and they
also have constant interaction on a daily basis. Children with autism are also difficult in performing their ability and staying on task. It is important for teacher
to understand the learning characteristics of autism so that these children have the best chance of finding success in the classroom. Again, their characteristics can
vary from one child to the next, and the varying characteristics are often directly related to where a childs symptoms fall on the autism spectrum.Teaching
Students with Autism, Aresource Guide for School, British Columbia, 2000 Teaching Support Service, University Guelph 2009 explained that there
are some teaching principles in teaching students with learning problems, they are:
1 Use Direct Instruction 2 Provide Success
3 Provide Feedback 4 Be possitive
5 Strive to Motivate 6 Insure Attention
7 Enjoy Teaching These principles are all about how the teachers figure out a way to make
the students learn. Students with autism have the same right as normal students do; teachers’ job is to find out how these students with different characteristics
reach accomplishments and analyze the possibilities of reaching the
accomplishments. One condition which either normal or autistic students have, that is they have the same right as human being they have the right to be
educated.
2.3 Theoretical Framework
