CURRICULAR FRAMEWORK FOR KINDERGARTEN CHILDREN WITH AUTISM
(K-CWA)
The developmental disabilities of Kindergarten Children with Autism affect their skills in verbal and non-verbal communication, social interaction, and the cognitive which are evident during early years of development. These result in developmental lags. Thus, there is need to provide early intervention programs to KCWA to develop their skills in the psychosocial, psychomotor, cognitive, language and communication, interpersonal, daily living and self-help areas. The aim is to modify their behaviours.
To attain these needs, a developmentally appropriate curriculum, that is, individually and socio-culturally appropriate (NAEYC, 2009) should be developed. The curricular framework for kindergarten children with autism considers the developmental areas of the KCWA with mental age of between 4-6 years old. It recommends the use of strategies that specifically address the learning needs, instructional levels, and interests of the learners and uses either their mother tongue or English as the medium of instruction.
The Kindergarten Curriculum Framework for Children with Autism, of low functioning level, draws from the principles and goals of the K-12 Philippine Basic Education Curriculum Framework. It is aligned with the National Early Learning Framework (NELF). It depicts the developmental intervention tasks and activities for children with autism. The framework consists of two parts. The rectangular figure shows the theoretical bases for teaching- learning, from which is drawn the Individualized Program, its modifications, and inclusion, actualized as Developmentally Appropriate and Socio-Culturally Appropriate Practices. These are guided by Principles on Child Growth and Development. . The curriculum for teaching Children with Autism considers the various developmental domains to be tackled in kindergarten. From these domains are drawn the developmental tasks or milestones KCWA should attain. These include: 1. Cognition and Communication Development refers to the ability to grasp the meaning of abstract concepts and their logical relations, and manipulate them to arrive at new ideas. This domain will develop attention and memory of Children with Autism in Kindergarten.
PROPERTY OF SPED Page 2
2. Behavioural Management refers to management of inappropriate behaviours, like defiant and pervasive behaviours common to Children with Autism. This includes skills in increasing attention span, showing sense of responsibility through play, games and other social activities.
3. Daily Living Skills refers to the development of the childs skills in managing ones self through self-feeding, toileting, dressing, grooming and proper hygiene. These self-help skills are essential in the development of independence.
4. Psychomotor pertains to the Child with Autisms physical growth, and the development of skills related to the use of gross and fine motor development, receptive and projective manipulative skills and visual motor skills.
5. Interpersonal Skills refers to the social development of the Child with Autism, through social skills like play, and interaction with peers and adults. The formation of the CWAs self-concept is also targeted in this domain.
6. Psycho-social/Socio- Emotional refers to the development of eye contact among K- CWA, the ability to identify ones feelings, those of other members of the family and significant others, together with the ability to understand and relate to others.
The preceding discussion is presented in a schema in Figure 1 that follows. The circle consists of three main components, namely, Core Areas of Concern which are the Domains, Learning Areas, and the Curricular Themes. At the center is the Kindergarten Child with Autism (KCWA), who is envisioned to be functionally literate and holistically developed. This curricular framework uses the thematic and integrative strategies of teaching K-CWA to attain learning goals across various domains.
(please see the figure in the next place)
PROPERTY OF SPED Page 3
KINDERGARTEN CURRICULUM FOR CWA
Figure 1-The KCWA Curriculum Framework
Psycho-social/ Socio Emotional Development
Cognition & Communication Development
Daily Living Skills Development
Psychomotor Skills Development
Behavioral Management
Interpersonal Development
Child with Autism Applied Behavior Approach Constructivist, Integrative, Collaborative & Reflective Approaches Principles on Child Growth & Development Assessment & Modification IEP Individualized Program Inclusion Developmentally Appropriate Practice Socio-Culturally Appropriate
PROPERTY OF SPED Page 4
Prepared and submitted by CWA Participants:
GERUMI S. SENAR AIDA B. TALAMAYAN Principal/Division SPED Coordinator PSDS-Kindergarten Region V- Camarines Sur Region II-Tuguegarao City
ESTELA S. CABARO ROSALINA H. PANGANIBAN PSDS-SPED Division Coordinator Principal IV Region II-Tuguegarao City Batangas City East Elem. Sch. SPED Center Division of Batangas City
ASUNCION J. DE LUNA ELEUTERIA M PASIOLAN EPS I SPED/ Private/Kinder PSDS Division of Lipa City Division of Cavite
HOSPICIA M. SY Directress Childrens Learning and Intervention Center (Ch.I.L.D Center)