{"id":10886,"date":"2024-08-30T10:45:34","date_gmt":"2024-08-30T03:45:34","guid":{"rendered":"https:\/\/autismindonesia.org\/?p=10886"},"modified":"2024-08-30T10:45:34","modified_gmt":"2024-08-30T03:45:34","slug":"4-pertimbangan-dalam-memilih-sekolah-untuk-anak-dengan-autisme","status":"publish","type":"post","link":"https:\/\/autismindonesia.org\/en\/4-pertimbangan-dalam-memilih-sekolah-untuk-anak-dengan-autisme\/","title":{"rendered":"4 Considerations in Choosing a School for a Child with Autism"},"content":{"rendered":"

Choosing the right school for a child with Autism is a challenging task for many parents. Each school, whether inclusive or special, has its advantages and disadvantages.\u00a0<\/span><\/p>\n

Ideally, a combination of these two types of school may be the best option. However, there are many factors to consider, especially when it comes to the curriculum and how it interacts with the child's individual needs.<\/span><\/p>\n

Curriculum and needs of children with autism<\/b><\/h4>\n

The national curriculum in Indonesia is not specifically designed for children with Autism. This is a major challenge, especially in inclusive schools where the gap between the existing curriculum and the child's needs can be enormous.\u00a0<\/span><\/p>\n

In special schools, which are supposed to be more responsive to the needs of children with special needs, the curriculum is often still classically designed, i.e. it is still class-based rather than individualized. In fact, children with Autism have very different ability profiles, such as language, mathematics and social skills, which may not be balanced.\u00a0<\/span><\/p>\n

As a result of these factors, it is difficult for the learning process to be too one-size-fits-all in order to meet their individual needs.<\/span><\/p>\n

The experience of grouping children with special needs in even smaller groups shows how diverse their needs are. Even between identical twins with Autism, the differences in how they learn and respond to the curriculum are significant.\u00a0<\/span><\/p>\n

These differences make the Individual Education Programme (IEP) important. It is designed specifically for each child and is not based on one size fits all.<\/span><\/p>\n

Understanding of teachers and parents<\/b><\/h4>\n

One of the other big challenges is the difference in understanding between teachers and parents. For example, there are situations where a teacher at school may feel that a child's primary focus should be on potty training before he or she can actually participate in social activities at school.\u00a0<\/span><\/p>\n

Meanwhile, parents may focus more on the socialization aspect of the child, believing that peer interaction is more important than toilet training.\u00a0<\/span><\/p>\n

Both perspectives are valid. However, there needs to be good communication between teachers and parents to reach a common understanding of priorities.<\/span><\/p>\n

The Role Of Shadow Teacher<\/b><\/h4>\n

Another consideration is whether or not the child needs a shadow teacher. Many schools are reluctant to accept a parent-provided chaperone because of past experiences where the chaperone has acted as a nanny and the child has lost the opportunity to learn independence.\u00a0<\/span><\/p>\n

On the other hand, a companion with good skills can be very helpful in bridging the communication between the teacher and the child. However, there are two challenges: whether the school is ready and whether the companion has enough skills to support the child effectively.<\/span><\/p>\n

Stress triggers at school<\/b><\/h4>\n

In both inclusive and special schools, there are many factors that can be stressful for a child with Autism. Some of these are sensory problems, transitions or changes, academic challenges, and social situations.\u00a0<\/span><\/p>\n

For example, children with Autism often have sensory impairments that make them very sensitive to visual stimuli, room temperature, or the texture of the surface on which they sit. Changes in the environment, such as moving to a new room or changing teachers, can also be a significant source of stress.<\/span><\/p>\n

In the academic aspect, children with Autism may be able to read or memorize numbers, but often have difficulty understanding the meaning behind the text they read or the numbers they name.\u00a0<\/span><\/p>\n

In addition, when faced with the same teaching methods as typical children, they may find it difficult to keep up. This is because children with Autism often need a different approach to learning.<\/span><\/p>\n

Conclusion<\/b><\/h4>\n

In determining the ideal school for a child with Autism, it is important to consider a combination of factors, including curriculum, accompanying roles, and potential stressors.\u00a0<\/span><\/p>\n

Each decision should be based on the child's individual needs and involve good communication between teachers and parents. The right combination of approaches can help children with Autism reach their full potential in a supportive learning environment.<\/span><\/p>","protected":false},"excerpt":{"rendered":"

Menentukan sekolah yang tepat untuk anak dengan Autisme adalah tugas yang menantang bagi banyak orang tua. 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