3 Keys to Sarce Wilda's Success in Educating Children with Autism

My daughter, Vilandri Ramadhani (Ajeng), was diagnosed with Autism at the age of 1 year and 8 months. Upon learning of her diagnosis, I promptly sought the advice of a specialist. From that moment on, my struggle to raise Ajeng began.

Education for children with Autism

Ajeng started her education in kindergarten (TK). The process was long , but I saw significant progress. In her first year of kindergarten, she only wanted to play at school. In her second year, she started attending class, lining up, praying, eating together, and singing together.

In her third year, she began to show even more significant progress. She could already respond to what the teacher said. In her fourth year, Ajeng could recite the Quran well. In her fifth year, Ajeng could interact with her friends. In her sixth year, she was fluent in Indonesian and English, speaking in her own style.

When Ajeng entered elementary school, Ajeng and I had to be separated because the school wouldn't allow me to stay with her full-time from 7 a.m. to 4 p.m. I had to wait outside for her arrival and departure.

Later, the school explained to me that Ajeng had no learning difficulties. She was very comfortable. So were her friends. Ajeng was talking more, although she was still in a hurry.

However, when she entered fifth grade, Ajeng suddenly lost interest in school. Upon consulting with a therapist, I learned that forcing Ajeng to attend school wasn't necessary.

To keep Ajeng active, I gave her activities outside the home: Quran recitation, painting, vocals, keyboard, math, and English lessons. Ajeng continued her therapy. She enjoyed meeting new people. Gradually, Ajeng's desire to return to school grew.

Then, when she entered junior high school, Ajeng did well and smoothly. Ajeng also had seven other autistic friends. Ajeng achieved satisfactory grades until she graduated from junior high school.

After graduating from junior high school, Ajeng was accepted into an Islamic high school in the Depok area. There were three children with Autism at the school, including Ajeng. While Ajeng was attending a public Islamic school, the school accepted Ajeng's condition, which significantly contributed to her personal progress and independence.

In high school, Ajeng's talents became apparent. She had a knack for computers. She could edit house plans, gardens, buildings, and landscape designs. When she graduated from high school, we offered Ajeng a place to go to college, but she said she was tired of studying.

Collaboration is the key to success

After I accompanied Ajeng's education, I realized that the key to her success was collaboration between teachers, therapists, and parents. In elementary school, the school provided a kind of reference book. The book contained activities Ajeng did during school.

This reference book helped me during therapy on Saturdays and Sundays. Even though I only met with the therapist for two days, it was already incredibly valuable in educating Ajeng. I also intensively communicated with the therapist and teacher.

I was fortunate to discover a therapist and school that supported Ajeng's progress. The teachers at her school accepted Ajeng's condition. The therapist provided the best assistance she could to both Ajeng and me.

The key to collaboration is continuous communication. Whatever Ajeng's progress, I communicated it to the therapist. I also consulted the teacher about Ajeng's development. I believe that as long as we communicate with educators and therapists, educating a child with Autism will be easier.

Supportive environment

A supportive environment is also a factor in Ajeng's development. Creating this supportive environment is not simple. It's a process. I involved those closest to her, including immediate family, cousins, and neighbors, to interact with Ajeng.

It's true that some people don't understand Autism. However, over time, they come to understand autism better after I explain it and observe Ajeng's progress firsthand.

I make an effort to maintain relationships with many people. Through these relationships, everyone can see Ajeng's progress. Everyone is proud of our efforts. Ajeng can interact, even if she can only speak short sentences. At the very least, she can communicate and make eye contact with the person she's talking to.

Beyond my family, I was fortunate to have a supportive environment throughout Ajeng's education. When Ajeng joined the ABK MSME community, she received extensive training in baking, sushi, various roulades, painting, and handicrafts. This training furthered Ajeng's creativity and motivated her. She was able to put her training into practice. Some even commissioned her work.

Be patient and keep learning

For me, the most important thing is patience: patience with the process and patience with facing challenges. her hands. Moreover, as a child with Autism matures, the more patience is required to deal with them.

As a parent, it's natural to feel tired. It's a phase I have to go through. I also tirelessly learn, open up, and share information with parents of children with Autism. This has been very helpful and beneficial in raising Ajeng.

Every parent's desire is to see their child thrive. However, we need to remember that every child is different, so we must focus on what we can do. We must celebrate our child's progress, no matter how small. Remain patient and pray, and most importantly, never give up on this autistic child.

There are many ways to communicate with Ajeng: looking at her, holding her hand, and paying attention to her tone of voice and body language when she's with her. These things indicate communication between parent and child. Children will also communicate with their parents in the same way.

To this day, I am grateful that Ajeng has gained independence and a sense of responsibility for her actions. Ajeng can also play with her siblings without me. Ajeng would happily tell long stories after playing with her siblings.

The author is Sarce Wilda Solviana, Ajeng's mother, a 28-year-old adult with Autism.