Unlocking autism : strategies which engage students with autism in kindergarten

Abstract

This study explored the different activities used in Kindergarten education by Kindergarten assistants, Learning Support Assistants, and other support staff to support students with autism. The level of engagement and effectiveness for students with autism was also explored. A qualitative approach was adopted. Three children with autism in three different Kindergarten schools were observed during different learning activities. Semi-structured interviews with the Kindergarten Assistant, Learning Support Assistant, and Early Intervention Teacher were held. Qualitative analysis of data revealed a number of strategies which were used to aid the students to develop physically, socially and intellectually. Observations and Portage Checklists were used for assessment and teaching strategies included; inclusion with mainstream peers, collaboration, individualized learning, adaptation of the environment, visual and tactile learning aids, modeling behaviour, and various forms of play. The results showed that the severity of autistic traits influenced the success of the various strategies adopted. The study also indicated that the attitude and dedication of the educators played an important part in developing effective strategies for students with autism.