Learning Processes of Students with Autism in Indonesian Senior High Schools

Abstract

This study aims to analyze the learning processes of students with autism at the senior high school level in Indonesia by referring to findings from 20 recent scholarly journals that were systematically reviewed. The review focuses on key components of the learning process, including initial assessment, instructional planning, teaching strategies, classroom management, and support services provided to students with autism in both inclusive education settings and special schools. A descriptive qualitative approach was employed to synthesize data from previous studies and to map prevailing trends in effective instructional practices. The analysis reveals that successful learning outcomes for students with autism are strongly influenced by flexible curriculum adaptation, the use of visual and structured teaching techniques, collaboration between general education teachers and support teachers, and the provision of consistent and sensory-friendly learning environments. However, the reviewed literature also identifies several persistent challenges, such as limited teacher competence in understanding the characteristics of autism, inadequate inclusive facilities, and the lack of continuous evaluation of individualized education programs. Therefore, this study underscores the importance of enhancing teacher capacity, strengthening inclusive infrastructure, and developing comprehensive monitoring systems to improve the quality of educational services for students with autism at the senior high school level.