GOALS FOR EDUCATIONAL SERVICES

What are appropriate goals for educational services provided to young children
with autistic spectrum disorders, and how are the goals best measured as
outcomes in scientific studies, so that effectiveness of various programs may be
determined?
At the root of questions about the most appropriate educational interventions
for autistic spectrum disorders are differences in assumptions
about what is possible and what is important to give students with these
disorders through education. The appropriate goals for educational services
for children with autistic spectrum disorders are the same as those
for other children: personal independence and social responsibility.
These goals imply progress in social and cognitive abilities, verbal and
nonverbal communication skills, and adaptive skills; reduction of behavioral
difficulties; and generalization of abilities across multiple environments.
A large body of research has demonstrated substantial progress in
response to specific intervention techniques in relatively short periods of
time (e.g., several months) in many specific areas, including social skills,
language acquisition, nonverbal communication, and reductions in challenging
behaviors. Longitudinal studies over longer periods of time have
documented changes in IQ scores and in core deficits (e.g., joint attention),
in some cases related to treatment, that are predictive of longerterm
outcomes. However, children’s outcomes are variable, with some
children making substantial progress and others showing very slow gains.
Although there is evidence that interventions lead to improvements, there
does not appear to be a clear, direct relationship between any particular
intervention and children’s progress. Thus, while substantial evidence
exists that treatments can reach short-term goals in many areas, gaps
remain in addressing larger questions of the relationships between particular
techniques and specific changes.
The committee recommends that ongoing measurement of treatment
objectives and progress be documented frequently across a range of skill
areas in order to determine whether a child is benefiting from a particular
intervention and that the intervention be adjusted accordingly. Appropriate
objectives should be observable, measurable behaviors and skills.
These objectives should be able to be accomplished within a year and be
anticipated to affect a child’s participation in education, the community,
and family life.

Importance of Early Childhood Education

  

Education is an important asset for the progress of a nation. Hence every citizen should and must receive additional education, good early childhood education, elementary education, secondary education or higher. Many Indonesian children started on the entrance to the institution, ignoring early childhood education, but to get used to and develop the mindset of children education from an early age is absolutely necessary.
It's no longer new information, the child's first 3 years were a golden age for him to absorb as much information. Based on this knowledge was the more buzzed about the importance of early childhood education. Parents need to know also that children have these capabilities must already be established early.
Not a few parents are considered early childhood education is not so important, the reason does not want his son to experience setres or lost during play. In fact, nearly 70% of human character formation begins from zero to 3 years of age. Early on children are given educational advice cozy, loving, and in a supportive environment.
For early childhood education is the provision of an effort to stimulate, guide, nurture and delivery of learning activities that will result in the ability and skills of children. Early childhood education is a form of education that focuses on laying the foundation toward the growth and physical development (fine and gross motor coordination), intelligence, creativity, emotional intelligence, and intelligence spititual.
Early childhood education that parents give to children is a preparation to face the maturity of the child in order for the future development in the future. Currently it has a lot of different schools kindergartens provide good and quality education to develop skills and talents in the child. Therefore, the required effort and parents in teaching and educating children, especially in reading. Teaching a child to read does not have to see what the right age to teach. The important thing here is that you try to provide the best in education later.
Not only formal education is given to children, but the non-formal education is no less important to enhance creativity and discipline time. Although some parents feel that talent or ability of the child has not been seen. But there's no harm in early age children are introduced to a variety of non-formal activities such as ballet dance lessons, music tutoring, soccer club kids, and much more.
Increasing the role of the family as well as empowerment in educating children for the future, is associated with a strategy of which refers to the relationship my father and mother. For the children's education in the hands of his parents. Duty of parents in the educational process is to develop the potential of children whose families originated in the atmosphere, climate relationships, spiritual life of the family and how the tasks are realized.
In essence, early childhood education given to the children are not merely for formality in later life, but refers to the ability and quality of children in facing the future with higher education curriculum requirements and technology. The role of parents is very important and is needed by children in forming good character, smart and helpful to the family, religion, homeland and nation.