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

DOI

10.2991/assehr.k.250121.038How to use a DOI?

Keywords

accommodation, executive functioning, autism spectrum disorder

Abstract

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.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Nurulhana Zainalabidin
PY  - 2019
DA  - 2019/12/25
TI  - 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
BT  - Proceedings of the 3rd International Conference on Special Education (ICSE 2019)
PB  - Atlantis Press
SP  - 163
EP  - 168
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.250121.038
DO  - 10.2991/assehr.k.250121.038
ID  - Zainalabidin2019
ER  -