Students on the autism spectrum need to be taught basic life skills that are not learnt from a general academic curriculum. The teaching of self-help skills, leisure skills, and vocational skills requires ongoing, systematic instruction from teachers who are skilled, committed, and patient.Research indicates that basic life skills are crucial to long-term independence outcomes for students on the autism spectrum. Without careful instruction and opportunities to learn and practice skills, our students run the very real risk of being relegated to more restrictive environments, unable to function and contribute to our Singapore society.
Students on the autism spectrum need to be taught basic life skills that are not learnt from a general academic curriculum. The teaching of self-help skills, leisure skills, and vocational skills requires ongoing, systematic instruction from teachers who are skilled, committed, and patient.Research indicates that basic life skills are crucial to long-term independence outcomes for students on the autism spectrum. Without careful instruction and opportunities to learn and practice skills, our students run the very real risk of being relegated to more restrictive environments, unable to function and contribute to our Singapore society.
Students on the autism spectrum need to be taught basic life skills that are not learnt from a general academic curriculum. The teaching of self-help skills, leisure skills, and vocational skills requires ongoing, systematic instruction from teachers who are skilled, committed, and patient.Research indicates that basic life skills are crucial to long-term independence outcomes for students on the autism spectrum. Without careful instruction and opportunities to learn and practice skills, our students run the very real risk of being relegated to more restrictive environments, unable to function and contribute to our Singapore society.