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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.


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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)




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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

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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)