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.
Al Adsani, M. (2017). Implementing universal design for learning in classrooms with minorities with autism. children, I Med- Pub Journals 3 (2) :1-4.
Al Hazmi, A. N., & Ahmad, A. C. (2018). Universal Design for Learning to Support Access to the General Education Curriculum for Students with Intellectual Disabilities. World Journal of Education, 8(2): 66-72.
Al-Hiary, G. M., & Migdady, Y. M. (2019). Pre-service Special Education Teachers’ Knowledge about Autism. The New Educational Review, 55, 277-289.
Alzrayer, N. M., & Banda, D. R. (2017). Implementing tablet-based devices to improve communication skills of students with autism. Intervention in School and Clinic, 53(1), 50-57.
Ansari, A., & Pianta, R. C. (2018). The role of elementary school quality in the persistence of preschool effects. Children and Youth Services Review, 86, 120-127.
Delehanty, A. D., Stronach, S., Guthrie, W., Slate, E., & Wetherby, A. M. (2018). Verbal and nonverbal outcomes of toddlers with and without autism spectrum disorder, language delay, and global developmental delay. Autism & Developmental Language Impairmental.
Duncan, R. J., Schmitt, S. A., Burke, M., & McClelland, M. M. (2018). Combining a kindergarten readiness summer program with a self-regulation intervention improves school readiness. Early Childhood Research Quarterly, 42, 291-300.
Farhan, A., & Tahar, M. M. (2020). Persepsi Ibu Bapa Terhadap Kaedah Discreet Trial Training Untuk Intervensi Awal Kanak-Kanak Autisme Di Keningau, Sabah. In Conference Of Future Education And Advances (ICOFEA) 2020 (p. 270).
Fontil, L., Sladeczek, I. E., Gittens, J., Kubishyn, N., & Habib, K. (2019). From early intervention to elementary school: A survey of transition support practices for children with autism spectrum disorders. Research in developmental disabilities, 88, 30-41.
Fuller, E. A., & Kaiser, A. P. (2020). The effects of early intervention on social communication outcomes for children with autism spectrum disorder: A meta-analysis. Journal of autism and developmental disorders, 50(5), 1683-1700.
Hasbullah, S. S., Bakar, K. A., & Othman, N. (2020). Pembelajaran Awal Sains dan Kompetensi Sosioemosi Kanak-kanak Prasekolah: Satu Kajian Literatur Sistematik (Early Science Learning and Preschool Children’s Social and Emotional Competencies). Akademika, 90(S3).
Izuno-Garcia, A. K., Jellinek, E. R., Rosenbrock, G. J., Keller-Margulis, M. A., & Mire, S. S. (2022). School Readiness for Children With Autism Spectrum Disorder: Critical Gaps and Call for Research. Focus on Autism and Other Developmental Disabilities, 37(1), 46-55.
Kitzerow, J., Teufel, K., Jensen, K., Wilker, C., & Freitag, C. M. (2020). Case-control study of the low intensive autism-specific early behavioral intervention A-FFIP: outcome after one year. Zeitschrift für Kinder-und Jugendpsychiatrie und Psychotherapie,48(2),103-112.
Kodak, T., & Bergmann, S. (2020). Autism spectrum disorder: Characteristics, associated behaviors, and early intervention. Pediatric Clinics, 67(3), 525-535.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610.
Larcombe, T. J., Joosten, A. V., Cordier, R., & Vaz, S. (2019). Preparing children with autism for transition to mainstream school and perspectives on supporting positive school experiences. Journal of Autism and Developmental Disorders, 49(8), 3073-3088.
Mahmor, M., & Bakar, K. A. (2021). Kesan Intervensi Terhadap Tingkah Laku Disruptif Dalam Kalangan Kanak-Kanak Prasekolah. Jurnal Dunia Pendidikan, 3(1), 442-453.
Mokhtar, A. B., & Ali, M. M. (2021). Faktor Kejayaan Pengajaran Dan Pembelajaran Semasa Pandemik Covid-19: Tinjauan Kepada Guru Pendidikan Khas Di Selangor [Teaching And Learning Success Factors During Covid-19 Pandemic: An Overview Of Special Education Teachers In Selangor]. International Journal Of Advanced Research In Islamic Studies And Education, 1(4), 140-151.
Pasco, G. (2018). The value of early intervention for children with autism. Paediatrics and Child Health, 28(8), 364-367.
Purpura, G., Cioni, G., & Tinelli, F. (2017). Multisensory-based rehabilitation approach: translational insights from animal models to early intervention. Frontiers in neuroscience, 11, 430.
Ramaian, C., & Ghani, M. Z. (2019). Autisme (Penerbit USM). Penerbit USM.
Ritterband-Rosenbaum, A., Justiniano, M. D., Nielsen, J. B., & Christensen, M. S. (2019). Are sensorimotor experiences the key for successful early intervention in infants with congenital brain lesion?. Infant Behavior and Development, 54, 133-139.
Robles Bello, M. A., Sanchez Teruel, D., & Conde, C. J. A. (2020). Variables that predict the potential efficacy of early intervention in reading in Down syndrome. Psicología educativa: revista de los psicólogos de la educación.
Sah, S. Z. M., & Alias, A. (2021). Aktiviti Bermain Pasir Meningkatkan Interaksi Sosial Kanak-kanak yang Kelewatan Pertuturan. Jurnal Dunia Pendidikan, 3(3), 211-218.
Sharif, M. H. M., & Jamil, N. A. (2019). Cabaran ibu bapa bersama kanak-kanak kecelaruan spektrum autisme (ASD): tinjauan literatur. Jurnal Sains Sosial: Malaysian Journal of Social Sciences, 4(1), 33-43.
Simacek, J., Elmquist, M., Dimian, A. F., & Reichle, J. (2021). Current trends in telehealth applications to deliver social communication interventions for young children with or at risk for autism spectrum disorder. Current Developmental Disorders Reports, 8(1), 15-23.
Toran, H. (2012). Do you know autisme?: we are often misunderstood when in fact we are just different. Penerbit Universiti Kebangsaan Malaysia.
Towle, P. O., Patrick, P. A., Ridgard, T., Pham, S., & Marrus, J. (2020). Is earlier better? The relationship between age when starting early intervention and outcomes for children with autism spectrum disorder: a selective review. Autism Research and Treatment, 2020.
Vinen, Z., Clark, M., Paynter, J., & Dissanayake, C. (2018). School age outcomes of children with autism spectrum disorder who received community-based early interventions. Journal of autism and developmental disorders, 48(5), 1673-1683.
Watts, T. W., Gandhi, J., Ibrahim, D. A., Masucci, M. D., & Raver, C. C. (2018). he Chicago School Readiness Project: Examining the long-term impacts of an early childhood intervention. PloS one, 13(7): 1-25.
Yamada, Y., Inagawa, T., Sueyoshi, K., Sugawara, N., Ueda, N., Omachi, Y., ... & Sumiyoshi, T. (2019). Social cognition deficits as a target of early intervention for psychoses: a systematic review. Frontiers in psychiatry, 10, 333.
Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2017). Effects of physical activity on motor skills and cognitive development in early childhood: a systematic review. BioMed Research International.
