The Development of Teacher Training Curriculum for Organizing of Learning Experiences to Enhance Social Development for Persons with Autism Spectrum Disorder

Abstract

The present study sought to (1) assess the needs in the development of the teacher training curriculum on providing learning experiences for promoting social development among persons with autism spectrum disorder (ASD), (2) develop the curriculum, and (3) examine its effectiveness. A mixed-method approach and research and development were adopted. The data were collected during July 2022–April 2023. The results are reported: 1. A review of documents, literature and related studies showed that teacher preparation was required for promoting persons with ASD’s social development. Additionally, the survey indicated that the school directors’ primary need for self-improvement was the frequency of attending training programs (PNIModified = 0.54), while that of the teachers was knowledge and understanding of promoting social development (PNIModified = 0.21). Also, the school directors’ strongest need in providing learning experiences was continuous promotion of social development (PNIModified = 0.47), and that of the teachers was implementation of learning activities based on lessons plans (PNIModified = 0.21). 2. The developed curriculum comprised eight components: rationale, objectives of the curriculum, contents, training activities and methods, training materials, durations, venues, and measurement and evaluation. Concerning its quality, the curriculum achieved a high level of suitability (x = 4.38, S.D. = 0.16). 3. After the curriculum implementation, the teachers achieved higher post-training scores (x = 22) than their pre-training scores (x = 17.20) and were most satisfied (x = 4.71, S.D. = 0.08). Provision of learning experiences achieved a mean score of 84.67%.