{"id":480,"date":"2021-04-05T16:32:42","date_gmt":"2021-04-05T09:32:42","guid":{"rendered":"https:\/\/autismindonesia.org\/?p=480"},"modified":"2024-02-12T11:34:08","modified_gmt":"2024-02-12T04:34:08","slug":"mendampingi-individu-dengan-autisme-transisi-ke-sma","status":"publish","type":"post","link":"https:\/\/autismindonesia.org\/en\/mendampingi-individu-dengan-autisme-transisi-ke-sma\/","title":{"rendered":"Accompanying Individuals with Autism in the Transition to High School"},"content":{"rendered":"<p class=\"translation-block\">Parents with children with Autism need to have many special considerations in preparing for school. In some children who have average to above average intelligence levels, and do not show behavioral problems, usually, their parents will direct them to take the path of high school education. In this article, we will review some things parents with children with Autism might be able to do in preparing for the transition to high school.<\/p>\n<h2><strong>1. Understand the child's strengths<\/strong><\/h2>\n<p class=\"translation-block\">Some parents may still be unable to answer appropriately when asked, \"What are your child's strengths?\". They might be confused. Is there power in my child? Indeed, we often focus on comparing children with their non-autistic\/typical peers, and this make us focus on the disorder's weaknesses and symptoms rather than the child's strengths. Before children go to school, it's good for us to see and observe what our children's strengths are. Some of the strengths of the child such as:<\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Good attention.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Friendly.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Active.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Creative.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Curious.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Honest.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Et cetera.<\/span><\/li>\n<\/ul>\n<h2><strong>2. Notice the changes and transitions that occur<\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">Some of the changes that usually occur in children with autism in high school:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Changes to usual activities.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Changes in activity time which may be more frequent in the afternoon.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Changes in the way of learning from junior high school to high school.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\" class=\"translation-block\">Changes in the way of learning from offline to online, especially during the Covid-19 pandemic.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">A more complex circle of friends and social spheres.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Entering a new environment will undoubtedly challenge each individual to adapt. However, adolescents with Autism usually need more time, support, and guidance from their environment to adapt to new places, systems, and routines.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In a period of transition or change, support and prepare children well at home. For example,<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u2013 introduce the child to the photos of his future high school teacher and his classmates. Remind your child what is and is not acceptable behavior with classmates and teachers.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u2013 Introduce children to a new study schedule<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In high school, individuals with Autism need to deal with changes and generalizations such as:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Introduce children to a new study schedule<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Explain something clearly in class<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Meet new people at school such as teachers, friends, and security guards<\/span><\/li>\n<\/ul>\n<p><strong>Also Read: <a href=\"https:\/\/autismindonesia.org\/en\/tantangan-dari-keluarga-besar-anak-dengan-autisme\/\">Challenges from Large Families of Children with Autism<\/a><\/strong><\/p>\n<h2><strong>3. Understand the obstacles and challenges faced by the child<\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">As parents, we must understand the adaptation process children must go through when entering a new school. Difficulties in adapting can appear in the form of:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u2013 Difficulty in managing emotions.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">- Do not want to go to school.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u2013 Having difficulty in understanding lessons in class.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u2013 Difficulty in focusing on teaching and learning activities.<\/span><\/p>\n<p class=\"translation-block\">\u2013 Increased child anxiety and various other factors, such as fatigue, can lead to problem behaviors such as the emergence of repetitive behavior (stimming, circling in place, jumping) when previously these behaviors were minimal.<\/p>\n<p><span style=\"font-weight: 400;\">Remember, each individual has a different time understanding and developing self-control abilities. Give him time to practice strengthening his skills. If necessary, assist.<\/span><\/p>\n<p class=\"translation-block\">Other obstacles that might hinder children are their ability to communicate, such as:<\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Difficulty in asking for help.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Not comfortable with the teacher to communicate about his difficulties.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Do not understand non-verbal communication such as slang, parables, symbols, etc. This will affect their interactions with their peers at school.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">In the early days, it's normal for children to look more anxious, affecting their communication skills. Moreover, children usually have more difficulty understanding non-verbal communication. Therefore, children need an active role in their environment to provide support. For example, children need time to accept teachers who speak loudly every day because children are used to seeing loud voices as angry people.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Another example of a barrier is social skills. Some social ability barriers such as:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Difficulty in understanding social signs.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Barriers to making friends.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">It took more time in environmental adjustment.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Do not understand the implicit social rules.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\" class=\"translation-block\">Bullying by people around.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p class=\"translation-block\">We recommend that children are equipped with ways to face these challenges before plunging into high school. Interacting is the first difficulty individuals with Autism have. Continue to accompany your child, and provide assistance when needed, but don't force it if indeed the challenge is beyond their ability and readiness.<\/p>","protected":false},"excerpt":{"rendered":"<p>Parents who have children with autism need to have a lot of special considerations in the preparation period for school. In some children who have an average level of intelligence to\u2026<\/p>","protected":false},"author":1,"featured_media":553,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"footnotes":""},"categories":[24,116],"tags":[],"class_list":["post-480","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-dukungan","category-wawasan"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Mendampingi Individu dengan Autisme Transisi ke SMA - Yayasan MPATI<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/autismindonesia.org\/en\/mendampingi-individu-dengan-autisme-transisi-ke-sma\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Mendampingi Individu dengan Autisme Transisi ke SMA - Yayasan MPATI\" \/>\n<meta property=\"og:description\" content=\"Orang tua yang memiliki anak dengan Autisme perlu memiliki banyak pertimbangan khusus dalam masa persiapan sekolah. 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