CHALLENGES ⢠Awareness on intellectual disability and autism is still poor ⢠Exclusion from family and society (lack of community understanding , support and caring) ⢠Teachers are lacking skill to support persons with intellectual disabilities (inclusive education) ⢠Limited technology support ⢠Limited expertise ⢠Limited training ⢠Jobless ⢠Discrimination from family and community ⢠Limited security and warning system ⢠Opportunity and support are still poor ⢠Limited rights and laws
FUTURE PLAN ⢠Additional academic instruction, special education programs for students with autism with a focus on improving communication, social, academic, behavioral, and daily living skills. ⢠Behavior and communication problems that interfere with learning often require the assistance of a professional who is particularly knowledgeable in the autism field to develop and help implement a plan which can be carried out at home and school. ⢠The classroom environment should be structured so that the program is consistent and predictable. ⢠Students with autism learn better and are less confused when interaction with nondisabled peers is possible, these interactions provide models of appropriate language, social and behavioral skills. ⢠With educational programs designed to meet a studentâs individual needs and specialized adult support services in employment and living arrangements, many children and adults with a disability on the autism spectrum grow to live, work, and participate fully in their communities. ⢠Networking with stakeholders
RECOMMENDATIONS ⢠Additional support on rights and the law ⢠Health care services ⢠Strengthening on appropriate development ⢠Identification on people with intellectual disabilities ⢠Education, life skills are encouraged for people with disabilities to earn incomes ⢠Support from the government
REFERENCES ⢠Komar Pikar Foundation ⢠Disable Peopleâs Organization ⢠Parents Association for Children with Intellectual Disabilities 21