The Examination of the Classroom Accommodations to Address Executive Functioning Issues for a Child with Autism Spectrum Disorder in an Inclusive Classroom Setting: A Case Study

摘要

This paper examines classroom accommodations that can be made to address executive functioning issues of a child with ASD. The case study is on a student named Aydil (pseudonym), 8 years old. Aydil has functioning Autism and is studying at an international school in Malaysia. The aim of this study is to describe and understand classroom accommodations that can be made in addressing executive functioning issues of a child with high functioning autism. Methods of data collection include field observation, observation reports, interview, and reports by professionals for 3 months. Researcher has been the participant's shadow aide/personal learning assistant for 3 years. Aydil requires all four accommodations, presentation, time and scheduling, response and instructional to address his executive functioning challenges in the learning process. The accommodations aid in improving the quality of Aydil's access to the curriculum.