My Day at the IDEAS Autism Centre

"You have got to keep autistic children engaged with the world. You cannot let them tune out"

By Temple Grandin 

On Thursday (13 November 2014), we had the opportunity to visit the IDEAS Autism Centre in Rawang . Although it took us 2 hours drive away, it was really a worthwhile experience that I've encountered throughout my life. This centre is a bungalow, located in the housing area. 

When we arrived at the centre, some of the children were having a circle time, where they were singing ABCs songs. Then, they went to their classrooms based on their respective levels. There were at least 2 teachers for each class to facilitate students learning. While the bigger classes has three teachers. 

The principal of the school named Pn.Sharifah led us to her office where she talks and gives us more information on this centre. First, she stated that the aim of this centre was to provide a holistic early intervention; care, therapy and education to children with autism from low-income households so that children will be able to attend mainstream government schools by age seven to nine. The principal added that it is to expose children with autism to public by bring them outside and provide instructions of ways they could express themselves. It is called the Early Intervention Centre, where students are ranged from about ages 3-8. Moreover, this centre provides type of therapy such as speech, pet, play, occupational and music therapy. In Occupational therapy class, it has a colourful mat, trampoline, which stimulates children to play and group sessions, which encourages symbolic play and turn taking and this helps to prepare them for daily life.  

The enrollment of the child in the centre is strict, where only selected students chosen based on their parents income. This centre is cater for parents from low socio-economic backgrounds. The  principal and teachers conduct a pre-assessment test to see the ability of child, where skills such as fine motor, gross motor, imitation, self help skills, school readiness, oral, social and development skills. If the child  have successfully passed the pre-assessment, they will have to go through a full assessment for a period of one week. With this, all of their skills will be further assessed. An Individual Educational Plan (IEP) is prepared for each child to cater their needs and plan their progress within six months period. With the help of lessons and activities will help  these children to strengthen their skills areas. 

On the very same day, some students were away for horse riding(twice a week), which is a method of pet therapy. The centre do have other activities such as

•      Swimming classes
•      Handicraft
•      Sensory Integration 
•      Domestic activities (fold clothes, watery, and gardening)
•      Social Skills
•       Behaviour Modification
•      Science 
•      Arts and Crafts (Bracelet and Bangles)
•      Music 
•      Therapy Education and Care 
•      Bakery 
•      Imitation skills
•      Fine motor skills
•      Gross motor skills
•      Oral motor skills 

Eventhough it is a small centre, it has many facilities provided for students. First, was the beautifully, and  colourful classrooms which make learning more attractive for students. There are Beginner, Intermediate, and Advanced classes. The materials within these classrooms were new, lots of visual materials for students and the principal told us that most of the teaching materials used were adapted from the ABA Syllabus or created specifically for the needs of the children. For example, during the book activity,  teachers use books  to develop students’ fine motor skills and teach small groups of students. Teachers will also create pre-made books, by referring to the Applied Behaviour Analysis Program (National Curriculum). and also copy some information from the original book. In addition, there were also hands on materials to gauge students multi-sensory learning, such as students have a play gym for them to work on their motor skills. During Pet therapy classes, students will learn to take care of fishes in the aquarium and three cats in the centre. 

  In the Beginner class, materials such as ball, mat is used for play therapy. Teachers also teach music therapy by using the percussion instrument. Teachers use the percussions to teach students by listening and playing to the rhythmic music and children with autism use music to increase their social interaction and improve social skills. Children use their own creativity in creating toys and interacting with toys during the toy therapy lesson.

Next, I went to the Intermediate class that fits more than 10 students . I observed that students were seated very closely with each other and they were organised to seat in that way to prevent them from running around the classroom. Although this may prevent them from running, but children with autism tend to feel tight and uncomfortable with others. This may lead them to have anxiety. According to the principal, the teachers would not keep them seated in that way, and then to lead them out. These students were given a 10 minute wait time. Besides, I also looked into students responses where they have poor organizational skills, avoid eye contact, and do not feel rewarded by social interaction. 

There were 9 staff altogether, 4 volunteers for each activity in the classroom. According to the principal, the teachers have to be consistent. teachers have t constantly provide instructions to the students by making simple, concrete, and clear, and also teach social rules or skills, such as turn taking and social distance. To check students understanding, teachers will repeat instructions. Using short sentences to ensure clarity in instructions. They even organise meetings between parents, teachers, and therapists to ensure that their child will practice their skills in and out of the classroom. This provides a routine for them to follow, which leads them to a sense of security. 

Teachers should establish appropriate expectations for growth and competence. First, teacher should support the children with autism learning and help him build skills and independence. It is often the well-meaning tendency for teachers to carry out everyday tasks for a student with autism to speak about the student, tie his shoes, and walk him to class. In order for the teacher to build competence in children with autism, it needs patience, prioritizing and establishing small goals to reach the desired outcome. Based on my observations, during the self help skills lessons, the teachers taught students to be independent such as learning to dress well, choose their own set of clothing.  The principal said that some students would not prefer to wear certain type of clothing. While in Pet Therapy class, teachers monitors and show students how to care for animals such as fishes and cats.

Overall, this visit has been an  eye opening experience for me by seeing the different ways of SEN centres operates. It was my first time visiting an autism centre and seeing how children with autism learn basic facts and skills. The facilities, activities, and materials provided by the school were attractive, and boost students’ motivation to learn. I have learnt a lot from this trip such as it is nice to have centres that provides a place for these students to develop their potentials to the fullest. I believed that having proper guidance and treatments will  help lead these children to be independent citizens. This centre does help the parents  in terms of resources and support.  In the future, I hope that I can visit more centres, not just autism, but also other SEN centres to get a bigger picture of how these centres operate in terms of their curriculum and teaching methods.