Design of Independent Curriculum Implementation for Migrant Students with Autism in Taiwan

• Published in: RGSA : Revista de Gestão Social e Ambiental 2024-03, Vol.18 (5), p.e05631
• Main Authors: Fitriyah, Fifi Khoirul, Lianawati, Ayong, Lutfauziah, Asmaul, Hidayat, Muhammad Thamrin, Afridah, Wiwik, Machmudah
• Format: Article
• Language: English
• ISSN: 1981-982X; 1981-982X
• DOI: 10.24857/rgsa.v18n5-086

Purpose: This research aims to develop a curriculum implementation design tailored specifically for Indonesian migrant students with autism residing in Taiwan. Recognizing the unique needs and challenges faced by this population, the study seeks to address the gap in educational support for migrant students with autism in an international context. By focusing on curriculum development, the research endeavors to enhance the educational experiences and outcomes of Indonesian migrant students with autism in Taiwan.   Methods: The research methodology employed is research and development, utilizing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) concept as the framework. This approach allows for a systematic and iterative process of curriculum development, ensuring that the curriculum design is informed by thorough analysis of needs, effective in addressing identified challenges, and responsive to the specific context of Indonesian migrant students with autism in Taiwan.   Results and Discussion: The outcomes of the research include the formulation of a comprehensive curriculum design, encompassing the school's vision and mission, learning objectives tailored to the needs of students and the school, and considerations for addressing cultural adaptation and potential challenges such as culture shock. With a focus on student development aspects, particularly tailored to the needs of students with autism, the curriculum design aims to provide a supportive and inclusive learning environment conducive to their growth and development.   Implications of the Research: The research findings have significant implications for educational practice and policy, particularly in the context of supporting migrant students with autism in international settings. By developing a curriculum implementation design specifically tailored to the needs of Indonesian migrant students with autism in Taiwan, the research contributes to enhancing the educational experiences and outcomes of this underserved population. Furthermore, the insights gained from this study may inform the development of similar initiatives targeting migrant students with special needs in other international contexts.   Originality/Value: This research contributes to the field by addressing a gap in the literature and practice surrounding the educational support for migrant students with autism in international settings. By focusing on curriculum development and implementation, particularly for