Educating Young Children with Autism in Inclusive Classrooms in Thailand

Abstract

     The purposes of this study were to: (1) analyze appropriate instructional curricula to promote teaching students with autism in inclusive classrooms in Thailand, (2) provide teaching strategies to improve the achievement and learning skills of students with autism in inclusive classrooms in Thailand, and (3) investigate problems of curricula for teaching students with autism in inclusive classrooms in Thailand. The study involved in-depth interviews of six principals and twenty-four teachers, observation of teachers' instructional methods in classrooms, and document analysis of school curricula and lesson plans relating to teaching curricula and teaching programs of six schools. Key findings for the research questions were as follows Common features of effective curricula for teaching students with autism in inclusive classrooms included opportunities, health care, specialized curriculum, students' individual needs and abilities, guidelines of teaching, teacher training and supervision, transition plan, parent involvement, tools/classroom environment, and students' class assignments. The teaching strategies included varying the teaching format (large group, small group, and one-on-one), teaching functional communication (giving direction, close-ended questions or open-ended questions), reinforce communication, using demonstration, modeling, and shaping to teach skills, expecting to gather the child's attention, demonstrating nonverbal communication, using appropriate language for the child, providing visual materials, starting with small intervals of time and reinforcing, using other children as peer models for helping, working to maintain eye contact, asking the child to say the word, pointing to objects with hands and with gestures, including regular exercise, providing time to be alone, and using math activity. The problems in teaching students with autism in inclusive classrooms in Thailand included lack of special teachers, knowledge or training for teachers, a good plan and curriculum, supportive services or collaboration, budget, and essential information and materials.