The Impact of Early Intervention on Students with Autism Spectrum Disorders' Readiness to Learn in The Classroom

Abstract

Students with Autism Spectrum Disorder are often associated with learning difficulties. These difficulties can be reduced with early intervention. However, the impact of early intervention for readiness to learn is still uncertain. The objectives of these study are to a) find out the level of readiness to learn from adaptive skills and socio-emotional regulation aspect b) find out the level of readiness to learn from cognitive and language aspects and c) find out the level of readiness to learn towards teaching and learning process in the classroom. This is quantitative research. The research instrument uses a questionnaire and is administered to 96 special education teachers. Descriptive analysis was used in this research to investigate the effect of early intervention towards the learning readiness for ASD students. Universal Design Learning Model (UDL) was used to learn ASD student readiness towards teaching and learning process. Research findings show a moderate level for adaptive, social emotional regulation, language and cognitive skills while readiness towards teaching and learning process shows high level. This finding can be further improved if early intervention is received at an earlier age. Overall, the effect of early intervention persists in learning readiness for students with autism.