Improvement of Teaching Effectiveness for Autism Children

Norsuhaily Abu Bakar; Zuraina Ali; Jumadil Saputra; Zailani Jusoh; Mohammad Shaban Alsmadi; Mohd Hamidi Solahudin

doi:10.56225/ijassh.v1i4.94

Authors

Norsuhaily Abu Bakar Faculty of Applied Social Sciences, Universiti Sultan Zainal Abidin, Malaysia
Zuraina Ali Centre for Modern Languages, Universiti Malaysia Pahang, Malaysia
Jumadil Saputra Faculty of Business, Economics and Social Development, Universiti Malaysia Terengganu, Malaysia
Zailani Jusoh Faculty of Language and Communication, Universiti Sultan Zainal Abidin, Malaysia
Mohammad Shaban Alsmadi Faculty of Education Sciences, Irbid National University, Jordan
Mohd Hamidi Solahudin Ministry of Education, Federal Government Administrative Centre, Malaysia

DOI:

https://doi.org/10.56225/ijassh.v1i4.94

Keywords:

autism children, communication, teaching effectiveness, intervention

Abstract

Autism is a developmental disorder that affects communication and interaction ability negatively. There has been an increase in its prevalence in current statistics. Consequently, NASOM teachers have also increased the need to teach children with autism. The purpose of this study is to investigate how autism teachers in NASOM can improve their education strategies in terms of knowledge, formation, and competences. The study's location is in Malaysia. The research data were obtained by means of the questionnaire quantitatively. 55 teacher interviews who teach autistic children in NASOM received the questionnaires. Issues were divided into sections like knowledge and competence. They showed, however, an interest in taking advanced courses to increase their skills strategies for autistic children. There is thus a need to improve training of trainers (ToT) and the module by adding more autism components. NASOM teachers also had to be given access to autism training because autism learning has progressed, and several scientifically effective strategies are now available. Several proposals were proposed by the researchers to improve the studies, training, skills, and ToT course presences of autistic students. Analysis was again analysed using t-test, correlation and Regression using SPSS version 20 software for the raw data obtained. The results showed that with their presence at the ToT course there was a difference in knowledge, training, and competency. The ToT course has been found to be effective but still the strategies teaching autistic children need to improve since the results showed moderate and low.

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