Giving special needs children equal chances
In our second part this week, StarEducate looks at the education options for children who have Autism Spectrum Disorder.
THE World Health Organisation (WHO) has found that one child in 160 has Autism Spectrum Disorder (ASD).
Of those who were diagnosed, around 50% also have an intellectual disability.
The level of intellectual functioning varies ranging from profound impairment to superior non-verbal cognitive skills.
At present, there is no epidemiological data available on the prevalence of autism in Malaysia.
However, a smaller scale study by the Health Ministry on children between the ages of 18 to 26 months showed a rate of 1.6 in 1,000 children, or approximately 1 in 62,512 has ASD.
National Autism Society of Malaysia (Nasom) chairman Feilina Feisol said the estimated number of autistic individuals in Malaysia stands at 300,000, with many more cases undiagnosed and unreported.
“Malaysia’s Social Welfare Department only has less than 16,000 autistic individuals registered as OKU (Orang Kurang Upaya),” she noted.
Universiti Malaya Faculty of Education senior lecturer and clinical consultant Dr Madhyazhagan Ganesan said according to the Individual Disabilities Education Act (IDEA), all children and adults with special needs must be provided with appropriate special education and intervention at their level of disabilities.
He noted special educational instruction, intervention and therapeutics for infant, toddlers, young children, children, adults and adolescents are very different according to their age and degree of disabilities.
“Hence, instructional or teaching and intervention services for them should be focused on appropriate and systematic approach, style, techniques, strategies, methods, and models such as pedagogical, psychological, psychosocial,
technological, psychiatric, biological, neuro-biological, sociological and geological,” he said.
Autism Behavioural Centre (ABC) director and co-founder Charlene Marie Samuel said one of the effective and often used techniques in supporting individuals with autism is Applied Behaviour Analysis (ABA), which is the only method backed up by research.
“ABA has 40 years of research behind it to prove time and time again that is it effective.
“It is a very intensive and engaging programme where an autistic child has to go through minimally 16 hours a week to show signifi- Copyright © 1995-2017 Star Media Group Berhad (ROC 10894D)
cant changes in their speech development, social skills and learning,” she explained, adding that a child can attend this programme for a maximum of 40 hours a week.
She said ABA is based on operant conditioning where motivation is used.
“We find out what an individual likes, their interest and use it as a tool to teach.
“ABA in essence uses the theories of operant conditioning, anything that uses reinforcement to increase behaviour or no response or negative response to reduce a behaviour is operant conditioning,” said Samuel.
Additional therapies that can be integrated into ABA include Picture Exchange Communication System (PECS), and Pivotal Response Training (PRT), she added.
“PECS is a method of teaching communication through pictures and is ideal for children with limited or no verbal skills.
“PRT focus on behavioural and motivational challenges a toddler with autism may experience. PRT, builds upon these skills and focuses on developing a child’s motivation to manage behaviour, communicate with others, and learn both in and out of the classroom,” she explained.
Besides ABA, Samuel also recommended speech therapy and occupational therapy.
Universiti Putra Malaysia (UPM) vice-chancellor Prof Datin Paduka Dr Aini Ideris shared that UPM’s Special Education Laboratory, also known as Fusion Lab, has been exploring various approaches such as community therapy and music therapy to help autistic youth acquire better connection with their surroundings and people.
She said Fusion Lab provides a platform for student and community volunteers to be part of the therapy while learning how to create groups and teams that consist of children with special needs.
“Imagine the kind of impact that can be created if all universities encourage their students to embark on special community programmes involving autistic children and their families.
“We may be able to assist gifted and talented autistic kids to realise their potential and contribute to the society in their own unique ways,” said Prof Aini.
Institutions must also play their part in advocating the awareness and understanding of autism.
“This can ensure that everyone understands how to address autistic children and the best course of action in order to support their development and empowerment,” she said.
Intervention matters
The Education Ministry’s Special Education division director
Paridin Jais said special needs students including autistic students who are capable of performing academically can attend classes at selected government schools around the nation, or opt for Vocational Special Education Secondary School or the Special Needs Integration Programme (PPKI).
He noted that providing the best education for special needs students has always been one of the ministry’s main focuses, which is in line with the Malaysia Education Blueprint 2013-2025.
“We (the ministry) try to produce high-quality teachers and student management assistants specialising in special education to provide the best for our students.
Paridin stressed that special needs students are encouraged to join special education schools (SPK), PPKI or inclusive education programmes (PPI) that are available.
Feilina said that programmes focusing on the acquisition of skills and changes in behaviour is beneficial to autistic individuals.
These programmes include early intervention; pre-vocational; vocational; residential; therapy; mainstreaming; and transition programmes, all of which are available at Nasom’s centres nationwide.
She noted that with the right support at the right time, people with autism can live rewarding and fulfilling lives and can achieve great things.
“This can happen only if they are supported by people who believe in their potential,” she said.
Nasom was formed in 1987 by a group of parents and professionals with the aim of delivering lifespan services to the community of persons with autism, and now has over 20 centres around the whole country.
“We hope we can promote the treatment, education, welfare and acceptance of people with autism, and provide assistance to families of people with autism,” said Feilina.
Nodding in agreement, Nasom chief executive Razin Murat said Nasom primarily focuses on handling low-functioning autistic individuals.
“Not everyone can send their children to private autism centres,” he said, pointing out that the prices range from RM2,000 to RM5,000 a month.
Other centres could cost as much as RM10,000 to RM15,000 a month, he added.
“Although we mainly deal with severely autistic individuals, we welcome anyone who needs help,” he said.
Razin also pointed out that Nasom is one of the autism centres that do not have an “exit age”
“Our youngest student here is two-and-a-half years old while the oldest is 37,” he added.