Learning Methods for Children with Autism in Rumah Belajar

Inklusi MB3

Siti Fatimah

and Muhammad Samsul Ulu

Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia

Keywords: Autism, Learning Methods, Evaluation of Learning.

Abstract: This research aims to know the method which appropriate to use in to be independent in training autism

children at Rumah Belajar Inklusi MB3 (Mandiri, Belajar, Bermain, Berkreasi),Sidotopo Malang. Know the

evaluation process done by the teacher in independent training for children autism at Rumah Belajar Inklusi

MB3 Sidotopo, Malang. An to know the things that inhibit and support methods in training autism children

at Rumah Belajar Inklusi MB3 Sidotopo, Malang. The research was conduted at Rumah Belajar Inklusi MB3

Sidotopo, Malang. The researcher used qualitative research approach that focused on institute’s case. In this

research, the collection data using observation, interviews and documentation methods. The data will be

analyzed using case study modification. The results showed that, (1) learning method in improving autism

children autistic at Rumah Belajar Inklusi MB3 Sidotopo, Malang using 4 methods such as occupation

method, Applied Behavior Analysis (ABA) method, Treatment Education of Autistic and Related

Communication Handicapped Children (TEACCH), and One on One method, (2) the process of evaluation

of methods in training autonomy of children with autism in Home Inclusion Learning such as providing

instruction to the child in the form of orders, held monthly evaluation, visiting a psychologist and record the

results of independence of children in the report card every semester, (3) inhibiting methods in training

autonomy of children with at Rumah Belajar Inklusi MB3 such as lack of cooperation between parents with

teachers, inadequate learning media, lack of faculty, limited institutions to give salaries to teachers or

therapists, while supporting methods in training children independence the autis at Rumah Belajar Inklusi

MB3 is the activity of the teacher or the therapist, the location of the institution that is close to nature and

the teaching aid of the institution.

1 INTRODUCTION

First introduced by Leo Kanner in 1943, an

American psychiatrist, autism became one of the

most pervasive disorders in children that was very

much noticed in previous years. When observing

eleven children with autistic disorders, the results

showed that children with autism tend to behave

strangely and communicate in unusual ways, such as

behavior that looks indifferent to the environment

and tends to be alone, besides that autism disorder is

also called the emotional social disorder (Devison ,

Neale, &Kring, 2010).

The latest data from the United Nations

Educational Scientific and Cultural Organization

(UNESCO) or also called the World Agency for

Education and Culture states that in 2011 there were

35 million people with autism, so an average of 6

out of 1000 people had autism in the world

(Priherdityo, 2016). In addition to the 2014 Center

for Disease Control (CDC) study in the Paman sam

State, the United States in 2014 there were 1.5

percent or one in 68 children were autistic, this

figure increased 30 percent from 2012, which has a

comparison of one to 88 children (Priherdityo,

2016). In addition, in a study in the United Kingdom

stated that in 2012 there were 1.1 percent of people

over the age of 18 experiencing autism. In Hong

Kong alone, there are 1.68 per 1000 children under

15 years who experience autistic disorders

(Jpnn.com, 2013). Not only in Hong Kong, but in

South Korea it is mentioned 1 in 48 boys and girls

who have autistic disorders, but this comparison

states that men are more dominant, 4: 1 (Priherdityo,

2016).

Knowing the growing diagnosis method is

almost certain the number of children with autism

found is increasing. This number is very worrying,

Fatimah, S. and Ulum, M.

Learning Methods for Children with Autism in Rumah Belajar Inklusi MB3.

DOI: 10.5220/0009916707730779

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 773-779

ISBN: 978-989-758-458-9

 2020 by SCITEPRESS – Science and Technology Publications, Lda. All r ights reserved

773

considering that until now the cause of autism is still

unknown and is debated by experts and doctors of

the world.

Unlike the case with America, Britain, Hong

Kong and South Korea, but in Indonesia the number

of children with autism is not known until now, but

the latest data shows that in 2013 there were 112

children with autism with ages ranging from 5 to 19

years (Priherdityo, 2016). An organization working

in the field of handling autism in the United States

makes a surprising statement regarding the increase

in the number of autism sufferers. In 1987, the

prevalence of autism was estimated to be one (1)

compared to 5,000 births. Ten (10) years later, that

number changed to one (1) child with autism per 500

births. In 2000, it rose to one (1) child with autism

per 250 births. In 2004, autism rose to one (1)

compared to 150 births. Even in 2006, autism had an

estimated one (1) compared to 100 births

(Puspaningrum, 2013). In addition, the ratio between

men and women is 4: 1, but the affected girls will

show more severe symptoms (Hasnita & Hidayati

2015).

From the various explanations above we can

know that every year children with autism

experience a very drastic increase, not only in

Indonesia, but in other countries too, this is very

concerning. From the increasing number of children

with autism, the number of Sekolah Luar Biasa

(SLB) and inclusive schools should increase as well.

Because children with autism really need proper

attention and education.

In America before the passage of the

Developmentally Disabled Assistance and Bill of

Rights Act in 1975, children with autism were often

excluded from education programs in public schools

(Devison, Neale, & Kring, 2010). Therefore, the

majority of children with autism who do not get a

decent education, their development tends to be less

good, even though the development of children with

autism should be monitored continuously so that the

diagnosis of development is known, if this often

happens as long as there is no training and education

for children with autism, this will become

increasingly alarming and become a very serious

problem in society.

Whereas in Indonesia alone in 2008 the number

of inclusive schools nationally from elementary to

high school was only 254 schools, but in 2014 the

number increased significantly to 2,430 formal

schools that participated in organizing inclusive

education. In 2016 more extraordinary schools were

26,617 (Didik, 2016). Inclusion schools need to be

increased in quantity and quality because the number

and quality of special schools is not comparable to

the number of children with special needs who

increase each year. The pure enrolment rate of

children with special needs for the 2010 primary

education level only reached 29% or 75,000

children. SLB faces the problem of lack of standard

learning facilities, even lack of special teachers

(Musfah, 2016).

Just as in TK Negeri Pembina 1 Malang is a

kindergarten level inclusion school that accepts

children with special needs, one of them is a child

with autism, this school accepts all children with

various needs, but on condition that parents send

their children to school TK Negeri Pembina 1

Malang, they must provide their own Shadow

(shadow teacher), this is done on the grounds that

there are no experts in the field of handling the

children with special needs in the school (Nurhayati,

2018).

Shadow or teacher is a term used by someone

who acts as a companion for Children with Special

Needs shadow is also known as aid teacher, a

shadow task is to assist children with special needs

who attend inclusive schools so that children with

special needs able to participate in learning activities

and social interaction well (Murai, 2015).

We can know that children with autism have a

lot of special surprises that are not understood by

most people, this is evidenced by the "KITA =

SAMA" awareness program from Navaplus Group,

which was held at the end of February 2017, this

supports people with autism achieving, work, and

succeed. One of them is by holding a story and

photo drawing competition. Initially this activity was

held to provide children with autistic children with

the opportunity to channel their artistic potential,

skills and talents. Especially in the field of srta

drawing work in the form of photographs that tell

their daily lives, and their struggles, said Navaplus

Group Director David Wibowo (Noah, 2017). With

the holding of various competitions, it is expected to

provide space for developing and creative for people

with autism, besides that it can inspire the

surrounding community that people with autism can

also work.

Of the above achievements, it can open eyes and

inspire the community so that children with autism

are given space for development and creation, not

the other way around. As an interview conducted for

one of the therapy staff with special needs children

in Malang said that parents who have children with

autism are more closed if asked to be open about

their child's problems, besides that at this therapy

center institution they also close meetings about

identity family of the child treated (Ida, 2018).

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The explanation above can be said that children

with autism have difficulties in social relations with

their surroundings, besides that they prefer to hang

on to Shadow (shadow teacher) so that children with

autism find it difficult to be independent, but

different with Rumah Belajar Inklusi MB3 (Mandiri,

Belajar, Bermain, Berkreasi) Sidotopo, Malang in

training the independence of children with special

needs, especially children with autism using various

methods. Of the several methods that they use

produce a good impact on the development of

children with autism, especially in the development

of their independence. Therefore, in learning the

children with autism need a learning model that

researchers will discuss in writing this thesis.

2 METHODS

This study uses a qualitative descriptive research

approach with a type of case study where the

presence of researchers is very important to capture

and analyze the facts found. Data obtained directly

from the source, namely through interviews with

school principals and classroom teachers supported

by observations and supporting documents. Data

analysis in this study is using Milles and Huberman

theory.

3 RESULTS AND DISCUSSION

Rumah Belajar Inklusi MB3 (Mandiri, Belajar,

Bermain, Berkreasi) is a foundation that was

established in 2016. This learning house has a high

commitment in providing education for special

children. The Rumah Belajar Inklusi MB3 is

committed to help the education and development

for special children in accordance with the name of

the institution, which is to train special children to

become children who can be independent, can learn,

can play and can be creative. To make this happen

for children with autism, the Rumah Belajar Inklusi

MB3 uses several methods that are often done,

namely the occupational method, the Applied

Behaviour Analysis (ABA) method, the Treatment

Education of Autistic method and the Related

Communication Handicapped Children (TEACCH)

and One on One method. The use of this method is

based on consideration of adjusting to the child's

condition at that time. The use of methods can

change as needed.

Children with special needs, especially children

with autism, their condition always changes every

time, sometimes on that day the condition is good

sometimes the conditions are bad. the first time the

children entered the Rumah Belajar Inklusi MB3 all

the daily activities that children do need help but

after giving this method the children become more

independent and able to do their own activities

without help from others. The following uses the

method of learning the independence of children

with autism:

Table 1

Therapeutic Methods in Learning Autism Rumah

Belajar Inklusi MB3 Sidotopo

Medi

Purpose

Method

Examp

les of

Results

/ Event

Overview

Activities

Occu

patio

nal

meth

relaxation

of the

muscles in

the body of

an autistic

child so that

the nerves

are not

easily tense.

lasticine

Paper

Station

ery, etc.

Makin

g Work

Write

Draw

Creepi

ng up

Yunus

draws,

moves his

hand

agile,

Yunus

looked

calm and

controlled

meth

the child

feels

motivated

and proud

of what he

does

wooden

board

Walk

on the

bridge

Iyan

walked on

the

bridge,

Mrs.

Santi

clapped to

give

support to

the child

who was

standing

on a

wooden

board

while

praising

him

EAC

meth

Teach

children to

learn to live

independent

ly and not

constantly

burden

other

people

Daily

routine

activiti

carried

out

repeate

dly

Vino

bribed her

breakfast

herself,

the

therapist's

teacher

helped cut

the small

dishes.

Maura

(people

with mild

autism

and

special

needs for

speech

impairme

nt) use

their own

face and

Learning Methods for Children with Autism in Rumah Belajar Inklusi MB3

775

Medi

Purpose

Method

Examp

les of

Results

/ Event

Overview

Activities

then

finish

performin

g the

Duha

prayer in

congregat

ion

folding

the face

back

One

Meth

control

when

children

experience

tantrums

One on

One

teacher

s face

to face

with

childre

directl

Ifa, when

learning

suddenly

kicked

her

friend,

Mrs.

Risma

immediat

ely

separated

Ifa with

her

friends so

that the

other

friends

who were

beside her

did not

experienc

tantrums

too.

To find out the results of learning, teachers or

therapists on Rumah Belajar Inklusi MB3 hold a

one-month evaluation of learning. Within a month

the teachers or therapists also come to psychologists

to find out the methods they give to children to find

out whether the methods are successful or not. The

form of assignment given is like giving the child an

instruction through daily activities, such as asking

the child to clean the classroom and then reporting it

on a monthly report card. For one semester

evaluation, the teacher or therapist uses report cards

for children's learning outcomes, the things that are

assessed are the development of affective, oral

motor, fine motor, gross motor, occupational and

cognitive. The aim of visiting to psychologists also

complemented the reporting of the development of

spesial children.

Learning efforts carried out by home learning

inclusion are not without problems. For example,

when a long holiday, children at home together with

their parents are not well controlled, so when

children enter school they will return to the tantrum.

In addition, there is a lack of parental care in

regulating the food consumed by children because

parents of children with autism are encouraged to

pay attention to the diet. Media in learning to

implement methods in training children's

independence are minimal, so they must use the

media as they are. The recruitment of teachers at

home learning inclusion still leaves a problem, in

which funds are still inadequate, but the school

continues to work and has planned to recruit

teachers who are more competent in their fields.

Even that is not easy because of the difficulty of

finding teaching staff or therapists who are willing

to teach in the Rumah Belajar Inklusi MB3.

Even so, the actual geographical location of in

Rumah Belajar Inklusi MB3 which is close to nature

makes it easy for teachers to introduce plants

directly. And this does not require a large fee. The

introduction of nature to children, especially spesial

children must be real, because they think concretely,

while children with autism themselves if they are

introduced to nature directly they will better

understand plants in real or real.

Autism is called to Autism Spectrum Disorder

(ASD). Autism Spectrum Disorders is a disorder that

generally appears in the first three years of a child's

life (Williams & Wright, 2004). Autism comes from

the word "autos" which means everything that leads

to yourself. In the dictionary of general psychology,

autism means preoccupation with one's own

thoughts and fantasies or in other words more

oriented to his own subjective thoughts than see the

reality or reality of everyday life. Therefore, autism

sufferers are often called people who live in their

own "nature" (Kring, Davision, & Neale, 2010).

Autism or infantile autism (Early Infantile

Autism) was firstly put forward by Dr. Leo Kanner,

an American psychiatrist in 1943. The term autism is

used to show an unique and prominent symptom of

psychosis in children which is often called Kanner's

Syndrome. A prominent feature of Kanner's

syndrome includes empty facial expressions as if

daydreaming, loss of mind and very difficult for

others to attract their attention or invite them to

ICRI 2018 - International Conference Recent Innovation

776

communicate. That is why, many people ultimately

don't care about their existence.

Currently, the attention to special children

increases. In Indonesia, inclusion schools do not

only accept normal children but also special

children. MB3 Learning House is one of them. With

an independent motto, learning, playing and creating

them which is expected for their students who are

mostly autist to be independent, can learn, can play

and can be creative who are like the other normal

children. But, no all of people know that autism

children have potential to get achievement. "KITA =

SAMA" care program which was from Navaplus

Group, which was held at the end of February 2017,

held a competition event for people with autism.

This activity was held to provide room for children

with autism to develop their potential, skills and

artistic talents. With the holding of various

competitions, it is expected to provide space for

developing and creativing for autism children. It is

hoped to inspire the surrounding people that autism

children can also create something.

Children with autism actually have the potential,

so something that has to be done is to provide space

for developing and creating. This needs to be

realized because autism children have obstacles in

social relations with society.

To support the learning process and therapy,

Rumah Belajar Inklusi MB3gives autism children

various developed methods by expert people which

are effective to be used for autism children. But the

method that is used is only therapy to support

learning activities at the institution. There are many

therapeutic methods that can be used ranging from

medical ones such as medical methods to personal

therapy carried out by experts / psychologists

(Maulana, 2007). Some of these methods if linked to

the expectations of Rumah Belajar Inklusi MB3 are

considered which capable of delivering children

with autism to be independent, learn, play and be

creative.

1) Occupational Therapy

Occupational therapy is a therapy that is given to

children with autism to help strengthen, improve

coordination, and make their smooth muscles skilful.

For example, finger muscles are very important to be

strengthened and trained, so the children can write

and do all things that require their finger muscle

skills (Maulana, 2007). This occupational method is

a method of how to be relax the muscles in autism

children body. In the implementation of this

occupational method uses a media, plasticine.

Learning media is very important for children's

teaching, because children will feel excited if the

learning they do uses media especially for children

with special needs. In addition to using the media in

the application of this occupational method the

teacher or therapist provides activities such as

writing, drawing and crawling directly on the

ground. Independent children carry out their

activities, learn to move their hands in coordination

with their eyes and brain, play while create

something.

2) Applied Behavior Analysis (ABA)

The most popular method of handling behaviour

in Indonesia is Applied Behaviour Analysis (ABA)

therapy which is developed by Ivar Lovaas, a

psychologist from the United States. Lovaas

developed a curriculum for children with special

needs, the method that is used is based on clear rules

and repeated sessions to achieve targeted skills. This

ABA technique views behavior as something that is

learned and based on the A-B-C series, namely

Antecendent-Behavior-Consequenc. The therapist is

tasked with providing the right Antecendent

(stimulus to encourage children to behave in certain

ways, namely instruction) and Qonsecuence

(consequences according to children's behavior,

namely in the form of reinforcement or punishment).

To help children learn skills quickly, therapists

provide physical and verbal assistance that will

gradually be reduced until the child is truly

independent (Ginanjar, 2008). In its application the

Rumah Belajar Inklusi MB3 seeks to prioritize

strengthening to achieve the target. Giving

motivation and praise to children with autism as

Mrs. Santi, who claps to give support to children

who are standing and walking on wooden steps, is

done so that children feel motivated and proud of

what they do.

3) Treatment and Education of Auutistic and

Related Communication-handicapped

Children TEACCH

The TEACCH method is a clinical service and

professional training program that began at the

University of North California, this program began

in 1972 by Eric Schopler, Ph. D, currently the

TEACCH program provides clinical services for

children with autism of various ages (Mesibov,

Shea, & Adams, 2010).

The TEACCH method is one of the methods

used in the RumahBelajarInklusiMB3 to train

children's independence and learn things that are

routine (daily routine) such as eating, washing

dishes, folding clothes that are all done by the

children. For teachers, the TEACCH method is a

method that is quietly easy to apply for children with

Learning Methods for Children with Autism in Rumah Belajar Inklusi MB3

777

autism because the activities are repeated so that the

teacher has no difficulty teaching them.

4) One on One Method

One on One method is a learning method with

activities that require all students to learn to teach

something the teacher must understand the child in

using this method. Using this method requires all

students to take responsibility and can train students

to be more independent (Ginnis, 2008). This method

is a method that is given to children in one-on-one

ways, namely between students and teachers or

therapists, besides this method is also a method

whose use is adapted to the child's condition.

From the explanation above, in the One on One

method, the usage is adjusted to the child's condition

at the time, but in one-on-one (face-to-face) with the

child directly. Besides this method is used when

children experience tantrums. When a child

experiences a tantrum of the teacher or therapist as

soon as possible to separate the child from other

friends, because if the child is a tantrum and left

behind then the other child can be infected.

All methods which are used in the learning

process have goals that are mutually supportive of

the learning process for people with autism at the

Rumah Belajar Inklusi MB3 to create independence

by learning, playing and creative

No matter how good the method if it is not

followed by evaluation activities, it certainly will not

give a good achievement. Evaluation can be done in

the form of daily, monthly and semester evaluations.

Therefore, as an educational institution that is

growing home, learning in MB3 seeks to explain the

results of the learning activities that have been

carried out. The process of evaluating teachers in

training the independence of children with autism at

the Rumah Belajar Inklusi MB3, namely through

assignments in the form of instructions as a form of

daily evaluation, conducting monthly evaluations,

evaluations by psychologists and recording the

results of independence, children's learning

outcomes, children's creativity in report cards every

semester.

4 CONCLUSIONS

From the results of the data and analysis above, it

can be concluded that:

1. Methods of learning in increasing the

independence of autism children in the Rumah

Belajar Inklusi MB3 (Mandiri, Belajar,

Bermain, Berkreasi) Sidotopo, Malang, uses 4

methods, namely, Occupational Method,

Applied Behavior Analysis (ABA), ABA

method, Treatment Education of Autistic and

Related Communication Handicapped Children

(TEACCH), and the One on One Method.

2. The process of evaluating teachers in training

the independence of children with autism at

Rumah Belajar InklusiMB3 (Mandiri, Belajar,

Bermain, Berkreasi) Sidotopo, Malang, namely

through assignments in the form of instructions

as a daily evaluation, conducting monthly

evaluations, evaluating by psychologists and

recording the results of independence children

in report cards every semester.

3. Inhibiting methods in training the independence

of children with autism at the Rumah Belajar

Inklusi MB3 (Mandiri, Belajar, Bermain,

Berkreasi) Sidotopo, namely, a) parent

collaboration with teacher or therapist, b)

inadequate learning media, c) lack of energy

instructor, d) limited institutions to provide

salaries for teachers or therapists. While the

support is 1) the activity of the teacher or

therapist in teaching, 2) the location of the

institution that is close to nature, 3) the help of

teaching staff from other institutions.

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