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tu
d
en
ts
with
s
p
ec
ial
n
ee
d
s
g
et
th
e
s
am
e
ed
u
ca
tio
n
al
r
ig
h
ts
as
s
tu
d
en
ts
in
g
en
e
r
al.
E
d
u
ca
tio
n
m
u
s
t
p
r
o
v
id
e
s
p
ec
ial
ac
ce
s
s
f
o
r
au
tis
tic
ch
ild
r
en
ev
en
to
th
e
h
i
g
h
est
lev
el
o
f
ed
u
ca
tio
n
[
5
]
.
On
e
ca
teg
o
r
y
o
f
c
h
ild
r
en
wh
o
h
av
e
lim
itatio
n
s
is
au
tis
tic
ch
ild
r
en
.
Au
tis
tic
ch
ild
r
en
as
an
e
x
a
m
p
le
o
f
ch
ild
r
e
n
wh
o
ex
p
e
r
ien
ce
co
m
m
u
n
icatio
n
p
r
o
b
le
m
s
in
th
e
ed
u
ca
tio
n
p
r
o
ce
s
s
ar
e
u
s
u
ally
ca
u
s
ed
b
y
a
d
is
r
u
p
tio
n
i
n
lan
g
u
ag
e.
Au
tis
tic
ch
ild
r
en
ar
e
n
o
t
wit
h
o
u
t
th
e
ab
ilit
y
to
co
m
m
u
n
icate
,
it'
s
ju
s
t
th
at
th
ey
h
av
e
lim
itatio
n
s
i
n
th
e
co
m
m
u
n
icatio
n
p
r
o
ce
s
s
[
6
]
.
I
n
g
e
n
er
al,
au
tis
tic
ch
ild
r
en
ten
d
to
lim
it th
em
s
elv
es a
n
d
ar
e
m
o
r
e
in
ter
ested
in
t
h
eir
o
wn
wo
r
ld
,
th
u
s
ig
n
o
r
i
n
g
s
o
cial
co
n
tact
with
th
e
wid
er
co
m
m
u
n
ity
.
I
n
th
i
s
co
n
d
itio
n
,
p
ar
en
ts
h
av
e
o
b
lig
atio
n
s
an
d
im
p
o
r
tan
t
r
o
les
in
ass
is
tin
g
th
ei
r
d
ev
elo
p
m
e
n
t a
t h
o
m
e
[
7
]
.
B
asically
,
a
d
iag
n
o
s
is
o
f
au
tis
m
m
ea
n
s
th
at
an
in
d
iv
id
u
al
h
as
im
p
air
ed
ab
ilit
y
to
co
m
m
u
n
icate
an
d
ac
q
u
ir
e
s
o
cial
s
k
ills
.
Usu
ally
ass
o
ciate
d
with
ch
ild
r
e
n
in
th
e
ea
r
l
y
s
tag
es
o
f
s
o
cial
d
ev
elo
p
m
en
t
[
8
]
.
A
ch
ar
ac
ter
is
tic
ass
o
ciate
d
with
au
tis
m
is
r
ep
etitiv
e
s
elf
-
s
ti
m
u
latin
g
b
eh
a
v
io
r
,
ca
lled
s
ti
m
m
in
g
.
T
h
e
m
o
s
t
co
m
m
o
n
e
x
am
p
les
ar
e
r
o
c
k
in
g
,
p
ac
in
g
,
r
ep
etitiv
e
wo
r
d
s
,
p
ilin
g
u
p
o
b
jects,
an
d
b
an
g
in
g
h
is
h
ea
d
.
C
o
m
p
ar
ed
with
ch
ild
r
en
wh
o
n
o
r
m
ally
d
ev
elo
p
n
o
r
m
ally
,
au
tis
tic
ch
ild
r
en
h
av
e
a
ten
d
e
n
cy
to
b
e
alo
n
e
an
d
en
jo
y
s
o
litu
d
e
[
9
]
.
Au
tis
ti
c
ch
ild
r
en
ca
n
b
e
f
r
ien
d
s
with
at
least
o
n
e
p
er
s
o
n
,
b
u
t
t
h
e
q
u
ality
o
f
th
eir
f
r
ien
d
s
h
ip
is
n
o
t
g
o
o
d
in
ter
m
s
o
f
s
af
ety
a
n
d
m
en
to
r
in
g
[
1
0
]
.
Un
lik
e
ex
ce
p
tio
n
al
s
ch
o
o
ls
,
in
a
u
tis
tic
ex
ce
p
tio
n
al
s
ch
o
o
ls
m
u
s
t
ad
ju
s
t
to
th
e
co
n
d
itio
n
s
ex
p
er
ien
ce
d
b
y
s
tu
d
en
ts
.
T
h
e
c
o
m
m
u
n
icatio
n
s
y
s
tem
im
p
le
m
en
ted
in
a
u
tis
tic
ex
ce
p
tio
n
al
s
ch
o
o
ls
,
esp
ec
ially
b
etwe
en
teac
h
e
r
s
an
d
s
tu
d
e
n
ts
,
m
u
s
t
u
s
e
a
u
n
iq
u
e
m
eth
o
d
.
T
h
is
is
ca
u
s
ed
b
y
f
ac
to
r
s
s
tu
d
en
ts
wh
o
e
x
p
er
ien
ce
o
b
s
tacle
s
in
t
h
e
d
ev
elo
p
m
en
t
o
f
th
e
lan
g
u
ag
e,
s
o
it
is
l
ess
ab
le
to
r
e
ce
iv
e
in
f
o
r
m
atio
n
o
r
m
ess
ag
es
well
[
1
1
]
.
Sp
ec
ial
ed
u
ca
tio
n
f
o
r
au
t
is
tic
p
eo
p
le
is
n
o
t
m
u
ch
d
if
f
er
en
t
f
r
o
m
ed
u
ca
tio
n
in
g
en
er
al.
Ho
wev
er
,
th
e
c
u
r
r
icu
lu
m
n
ee
d
s
to
b
e
s
p
ec
if
i
ca
lly
d
esig
n
ed
,
b
ec
au
s
e
th
e
g
en
er
al
ed
u
ca
tio
n
cu
r
r
icu
lu
m
is
n
o
t
s
u
itab
le
f
o
r
au
tis
tic
p
eo
p
le.
T
h
er
ef
o
r
e,
teac
h
er
s
ar
e
r
e
q
u
ir
ed
to
b
e
a
b
le
to
m
o
d
if
y
th
e
cu
r
r
icu
lu
m
t
h
at
is
tailo
r
ed
to
s
tu
d
en
t
co
n
d
itio
n
s
an
d
im
p
r
o
v
e
th
e
q
u
ality
o
f
p
r
o
f
ess
io
n
alis
m
[
1
2
]
.
Sp
ec
ial
ed
u
ca
tio
n
is
also
p
r
io
r
itized
,
b
ec
au
s
e
teac
h
e
r
s
ar
e
th
e
m
ain
s
o
u
r
ce
o
f
k
n
o
wled
g
e
p
o
s
s
es
s
ed
b
y
au
tis
tic
ch
ild
r
en
.
T
ea
c
h
er
s
m
u
s
t
h
av
e
a
h
ig
h
lev
el
o
f
cr
ea
tiv
ity
a
n
d
h
av
e
an
o
p
en
h
ea
r
t
in
p
r
o
v
id
in
g
s
er
v
ices
to
au
tis
tic
ch
ild
r
en
,
an
d
m
u
s
t
b
e
s
u
p
p
o
r
ted
with
ad
eq
u
ate
r
eso
u
r
ce
s
s
o
th
at
th
e
cr
ea
tiv
ity
o
f
th
e
teac
h
er
ca
n
b
e
r
ea
lized
.
I
n
ad
d
itio
n
to
p
r
o
b
lem
s
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
lear
n
in
g
m
ater
ial
also
in
f
lu
en
ce
s
th
e
teac
h
er
'
s
m
eth
o
d
s
an
d
s
tr
ateg
ies
u
s
ed
.
I
n
ac
co
r
d
an
ce
with
th
e
cu
r
r
icu
lu
m
,
r
elig
io
u
s
ed
u
ca
tio
n
m
ater
ial
as
lear
n
in
g
m
ater
ial
f
o
r
s
tu
d
en
t
ch
a
r
ac
ter
s
also
b
ec
o
m
es
m
an
d
ato
r
y
m
ater
ial
f
o
r
a
u
tis
tic
s
tu
d
en
ts
[
1
3
]
.
T
h
at
is
b
ec
au
s
e
r
elig
io
u
s
ed
u
ca
tio
n
is
th
e
m
ai
n
f
o
u
n
d
atio
n
in
life
f
o
r
ev
er
y
h
u
m
an
b
ein
g
.
R
elig
io
u
s
ed
u
ca
tio
n
in
s
ch
o
o
ls
m
u
s
t
b
e
ad
ju
s
ted
to
t
h
e
d
iv
er
s
ity
o
f
r
elig
io
n
s
in
I
n
d
o
n
esia,
s
o
t
h
at
ev
er
y
c
h
ild
h
as
th
e
r
ig
h
t
to
o
b
tain
r
el
i
g
io
u
s
k
n
o
wled
g
e
i
n
ac
co
r
d
a
n
ce
with
th
e
b
elief
s
h
eld
[
1
4
,
1
5
]
.
I
t
is
th
is
ab
ilit
y
in
r
elig
io
u
s
ed
u
ca
tio
n
m
ater
ial
th
at
f
o
s
ter
s
an
d
s
tr
en
g
th
en
s
s
tu
d
en
t
ch
ar
ac
ter
.
Z
id
n
y
,
et
a
l.
[
1
6
]
m
en
tio
n
e
d
th
e
g
o
al
o
f
co
n
tem
p
o
r
a
r
y
I
s
lam
ic
ed
u
ca
tio
n
,
n
o
t
o
n
ly
ch
an
g
in
g
t
h
e
s
o
cio
-
cu
ltu
r
al
an
d
k
n
o
wled
g
e
b
ase
o
f
s
tu
d
en
ts
,
b
u
t
also
I
s
lam
ic
ed
u
ca
tio
n
is
ex
p
ec
ted
to
b
e
ab
le
to
s
o
lv
e
th
e
m
o
r
al
an
d
eth
ical
p
r
o
b
lem
s
o
f
m
o
d
er
n
s
cien
ce
.
T
h
e
ex
is
ten
ce
o
f
r
elig
i
o
u
s
ed
u
ca
tio
n
aim
s
to
in
s
till
f
aith
an
d
p
iety
in
ea
c
h
in
d
i
v
id
u
al,
as
well
as
s
h
ap
e
h
u
m
an
m
o
r
als
s
o
th
at
in
d
iv
id
u
als
b
ec
o
m
e
n
o
b
le
an
d
v
ir
tu
o
u
s
in
d
iv
id
u
als
in
ac
co
r
d
an
ce
with
I
s
lam
ic
r
elig
io
n
.
A
d
ee
p
u
n
d
er
s
tan
d
i
n
g
o
f
r
elig
i
o
u
s
teac
h
in
g
s
will
a
f
f
ec
t
th
e
attitu
d
es
an
d
b
e
h
av
i
o
r
o
f
in
d
iv
id
u
als
i
n
ev
er
y
d
a
y
life
.
A
r
eli
g
io
u
s
teac
h
in
g
ca
n
b
e
ac
ce
p
te
d
an
d
u
n
d
er
s
to
o
d
if
it
is
d
e
liv
er
ed
with
g
o
o
d
co
m
m
u
n
icatio
n
,
esp
ec
ially
f
o
r
ch
ild
r
en
with
s
p
ec
ial
n
ee
d
s
ev
en
th
o
u
g
h
p
atien
ce
is
n
ee
d
ed
f
r
o
m
th
e
ed
u
ca
to
r
.
I
n
clu
s
iv
e
teac
h
er
s
wh
o
teac
h
f
o
r
ch
ild
r
en
with
s
p
ec
ial
n
ee
d
s
,
ar
e
o
n
e
o
f
th
e
im
p
o
r
tan
t
ele
m
e
n
ts
in
s
u
cc
ess
i
n
ch
ar
ac
ter
ed
u
ca
tio
n
f
o
r
au
tis
tic
ch
ild
r
en
[
1
7
]
.
T
h
er
e
f
o
r
e,
in
c
lu
s
iv
e
teac
h
er
s
m
u
s
t
b
e
eq
u
ip
p
ed
with
p
ed
ag
o
g
ic
ab
ilit
ies
an
d
o
th
er
ab
ilit
ies.
T
h
e
r
ea
lity
o
n
th
e
g
r
o
u
n
d
is
th
at
th
er
e
ar
e
s
er
io
u
s
p
r
o
b
lem
s
in
ter
m
s
o
f
teac
h
er
co
m
p
eten
cy
.
Ma
n
y
teac
h
er
s
wh
o
ar
e
n
o
t
f
o
r
m
ally
co
m
p
et
en
t
h
av
e
r
ec
eiv
ed
s
p
ec
ial
ed
u
ca
tio
n
in
in
clu
s
iv
e
s
ch
o
o
ls
[
1
8
,
1
9
]
.
Ho
we
v
er
,
th
eir
y
ea
r
s
o
f
ex
p
er
ien
ce
in
teac
h
in
g
b
ec
am
e
a
p
r
o
v
is
io
n
b
ec
au
s
e
o
f
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
er’s e
xp
erien
ce
s
in
ch
a
r
a
cter e
d
u
ca
tio
n
f
o
r
a
u
tis
tic
ch
ild
r
en
(
Ha
n
if C
a
h
yo
A
d
i Ki
s
to
r
o
)
67
lim
itatio
n
s
o
f
ex
is
tin
g
teac
h
er
s
.
T
h
e
ex
is
ten
ce
o
f
th
ese
co
n
d
itio
n
s
m
ak
es
teac
h
er
s
ar
e
r
eq
u
ir
ed
to
b
e
cr
ea
tiv
e
in
b
ein
g
a
b
le
to
ca
r
r
y
o
u
t le
ar
n
in
g
well.
Au
tis
m
its
elf
i
s
a
ter
m
u
s
ed
f
o
r
a
co
n
d
itio
n
th
at
is
g
en
er
ally
co
n
s
id
er
ed
a
d
e
v
elo
p
m
e
n
tal
d
is
o
r
d
er
f
o
r
ce
r
tain
ch
ild
r
en
[
5
]
.
Au
tis
m
is
a
co
m
p
lex
n
eu
r
o
lo
g
ical
d
i
s
o
r
d
er
ch
ar
ac
t
er
ized
b
y
lim
ited
co
m
m
u
n
icatio
n
s
k
ills
,
s
o
cial
an
x
iety
,
an
d
ty
p
i
ca
l
b
eh
av
io
r
[
3
]
.
Nea
r
l
y
all
au
tis
tic
ch
ild
r
en
h
av
e
th
e
s
am
e
f
o
u
r
c
h
ar
ac
ter
is
tics
:
p
r
ef
er
en
ce
f
o
r
s
o
litu
d
e
,
in
s
is
ten
ce
o
n
s
im
ilar
ity
,
f
o
n
d
n
ess
f
o
r
co
m
p
lex
r
o
u
tin
es
an
d
s
o
m
e
ab
ilit
ies
th
at
s
ee
m
ex
tr
ao
r
d
i
n
ar
y
[
2
0
]
.
An
o
th
e
r
ch
ar
ac
ter
is
tic
o
f
au
tis
tic
ch
ild
r
en
is
th
e
b
eh
av
io
r
o
f
r
ep
etitiv
e
s
elf
-
s
tim
u
latio
n
,
ca
lled
s
tim
m
in
g
.
T
h
e
m
o
s
t
c
o
m
m
o
n
ex
am
p
les
ar
e
r
o
ck
in
g
,
p
ac
in
g
,
r
e
p
etitiv
e
wo
r
d
s
,
p
ilin
g
u
p
o
b
jects,
an
d
b
an
g
in
g
o
n
e'
s
h
ea
d
[
2
1
]
.
T
h
e
h
is
to
r
ical
r
ec
o
r
d
o
f
au
tis
m
in
m
o
d
er
n
tex
t
b
o
o
k
s
alm
o
s
t
alw
ay
s
b
eg
in
s
with
L
eo
Kan
n
er
'
s
r
ep
o
r
t
o
f
1
1
ch
ild
r
e
n
with
a
s
er
ies
o
f
s
y
m
p
t
o
m
s
t
h
at
ca
m
e
to
b
e
c
alled
au
tis
m
[
2
2
]
.
I
n
h
is
class
ic
b
o
o
k
,
Haslam
,
et
a
l.
[
2
3
]
p
o
r
tr
ay
s
a
7
-
y
ea
r
-
o
ld
b
o
y
with
d
elay
ed
lan
g
u
a
g
e,
d
is
r
u
p
tio
n
o
f
s
o
cializa
tio
n
,
an
d
p
r
eo
cc
u
p
atio
n
.
At
ag
e
1
3
,
th
e
b
o
y
s
h
o
wed
im
p
r
o
v
e
m
en
t
in
l
an
g
u
ag
e
,
b
u
t
o
n
l
y
s
p
o
k
e
in
s
h
o
r
t
s
en
ten
ce
s
,
o
f
ten
m
en
tio
n
ed
h
is
n
am
e,
e
n
g
r
o
s
s
e
d
in
h
is
o
wn
wo
r
ld
an
d
r
e
p
ea
ted
h
is
wo
r
d
s
.
I
n
th
e
ea
r
ly
d
a
y
s
,
r
esear
ch
er
s
d
id
n
o
t
u
s
e
t
h
e
wo
r
d
a
u
tis
m
f
o
r
c
h
ild
r
en
w
h
o
h
av
e
th
is
p
r
o
b
le
m
,
b
u
t
th
ey
p
r
o
v
id
e
d
d
etailed
ca
s
e
d
escr
ip
tio
n
s
o
f
ch
ild
r
en
with
litt
le
o
r
n
o
lan
g
u
ag
e,
lim
ited
in
ter
ac
tio
n
s
with
o
th
er
s
,
liv
in
g
in
th
eir
o
wn
wo
r
ld
,
an
d
ex
h
ib
ited
s
ter
eo
ty
p
ical
m
o
v
em
e
n
ts
[
2
2
]
.
T
h
e
teac
h
er
n
ee
d
s
to
id
en
tif
y
wh
eth
er
teac
h
in
g
ca
n
b
e
g
iv
en
in
d
ep
en
d
en
tly
b
y
m
en
to
r
in
g
o
r
co
llectiv
ely
.
T
h
er
ef
o
r
e,
it
ca
n
b
e
u
n
d
er
s
to
o
d
th
at
th
e
ab
ilit
y
o
f
teac
h
er
s
to
teac
h
au
tis
tic
ch
ild
r
en
m
u
s
t
b
e
b
alan
ce
d
with
s
k
ills
in
teac
h
in
g
,
co
m
m
u
n
icatio
n
,
an
d
cr
ea
tiv
ity
.
Du
r
in
g
th
e
l
ea
r
n
i
n
g
p
r
o
ce
s
s
,
au
tis
tic
ch
ild
r
en
ca
n
also
b
e
d
ir
ec
ted
th
r
o
u
g
h
th
e
m
an
ip
u
latio
n
o
f
class
r
o
o
m
o
r
g
an
izatio
n
s
,
m
an
ag
e
m
en
t
p
r
o
ce
d
u
r
es
in
ed
u
ca
tio
n
,
teac
h
in
g
s
taf
f
r
atio
s
,
cu
r
r
ic
u
lu
m
,
an
d
p
ar
e
n
tal
i
n
v
o
lv
em
e
n
t
[
2
4
]
.
I
n
th
e
co
n
t
ex
t
o
f
ed
u
ca
tio
n
i
n
I
n
d
o
n
esia,
d
ep
ar
tm
en
ts
in
v
a
r
io
u
s
u
n
iv
er
s
ities
to
p
r
o
d
u
ce
in
clu
s
iv
e
teac
h
er
s
h
av
e
b
eg
u
n
to
d
ev
el
o
p
.
T
h
e
o
u
tp
u
t
o
f
t
h
is
g
r
ad
u
ate
is
ex
p
ec
ted
to
p
r
o
v
id
e
a
n
s
wer
s
to
th
e
d
e
m
an
d
s
a
n
d
e
d
u
ca
tio
n
a
l
n
ee
d
s
o
f
in
clu
s
iv
e
ch
ild
r
en
in
t
h
is
m
o
d
er
n
er
a,
es
p
ec
ially
in
ch
ar
ac
ter
ed
u
ca
tio
n.
I
n
th
is
r
esear
ch
,
s
ev
er
al
im
p
o
r
tan
t
an
d
n
ew
th
em
es
ca
n
b
e
id
en
tifie
d
.
First,
th
er
e
is
a
n
ee
d
f
o
r
th
e
n
u
m
b
er
o
f
in
clu
s
iv
e
s
ch
o
o
ls
,
b
o
th
p
u
b
lic
an
d
p
r
iv
ate,
wh
ich
d
o
n
o
t m
atch
th
e
n
u
m
b
er
o
f
s
t
u
d
en
ts
with
s
p
ec
ia
l
n
ee
d
s
.
Seco
n
d
,
th
er
e
ar
e
s
till
a
f
ew
teac
h
er
s
s
p
ec
if
ically
f
o
r
in
clu
s
iv
e
ed
u
ca
tio
n
g
r
ad
u
ates.
T
h
ir
d
,
th
er
e
is
an
in
cr
ea
s
e
in
teac
h
er
co
m
p
ete
n
c
e
o
b
tain
ed
f
r
o
m
tr
ain
in
g
an
d
wo
r
k
s
h
o
p
ac
tiv
ities
,
esp
ec
ially
f
o
r
teac
h
er
s
wh
o
ar
e
n
o
t g
r
a
d
u
ates o
f
in
clu
s
iv
e
s
ch
o
o
ls
.
Fo
u
r
th
,
th
e
cr
ea
tiv
ity
an
d
in
n
o
v
atio
n
a
b
ilit
ies o
f
teac
h
er
s
ar
e
o
n
e
o
f
th
e
f
ac
to
r
s
s
u
p
p
o
r
tin
g
th
e
s
u
cc
e
s
s
o
f
teac
h
er
s
in
th
e
teac
h
i
n
g
an
d
lear
n
in
g
p
r
o
ce
s
s
f
o
r
in
clu
s
iv
e
ch
ild
r
en
.
T
ea
ch
er
s
ca
n
ad
ju
s
t th
e
c
o
n
d
it
io
n
s
an
d
ab
ilit
ies o
f
s
tu
d
e
n
ts
with
th
e
lear
n
in
g
m
eth
o
d
s
u
s
ed
.
I
n
clu
s
iv
e
s
ch
o
o
l
teac
h
er
s
in
th
e
lear
n
in
g
p
r
o
ce
s
s
in
class
ar
e
r
eq
u
ir
ed
to
h
av
e
s
u
f
f
icien
t
co
m
p
eten
ce
.
T
h
e
m
in
im
u
m
co
m
p
ete
n
cies
p
o
s
s
ess
ed
ar
e
p
ed
a
g
o
g
ic
co
m
p
eten
cies,
p
r
o
f
ess
io
n
al
co
m
p
e
ten
cies,
p
er
s
o
n
ality
co
m
p
eten
cies,
an
d
s
o
cial
co
m
p
eten
cies.
Ho
wev
er
,
in
r
ea
lity
th
e
co
m
p
e
te
n
cies
o
f
teac
h
er
s
i
n
in
clu
s
iv
e
s
ch
o
o
ls
ar
e
s
till
lo
w
[
2
5
]
.
T
h
is
is
b
ec
au
s
e
in
clu
s
iv
e
s
ch
o
o
ls
d
o
n
o
t
h
av
e
s
p
ec
ial
teac
h
e
r
s
f
r
o
m
i
n
clu
s
iv
e
d
ep
a
r
tm
en
t
g
r
ad
u
ates.
T
h
e
d
em
a
n
d
f
o
r
lear
n
in
g
f
o
r
ch
ild
r
en
with
s
p
ec
ial
n
ee
d
s
f
in
ally
t
h
e
s
ch
o
o
l
g
av
e
th
e
task
to
th
e
teac
h
er
wh
o
was
co
n
s
id
er
ed
c
ap
ab
le
an
d
ap
p
r
o
ac
h
ed
h
is
co
m
p
eten
ce
to
b
e
ab
le
to
p
r
o
v
id
e
lear
n
in
g
to
au
tis
tic
s
tu
d
en
ts
.
On
th
e
o
th
er
h
an
d
,
th
ese
d
ef
icien
cies
will
n
eg
ativ
ely
im
p
ac
t
s
ch
o
o
ls
to
ac
h
iev
e
th
e
d
esire
d
ed
u
ca
tio
n
al
g
o
als.
T
h
e
e
x
is
ten
ce
o
f
th
is
p
r
o
b
lem
m
a
k
es
th
e
teac
h
er
in
ch
ar
g
e
o
f
teac
h
in
g
f
o
r
au
tis
tic
ch
ild
r
en
tr
y
to
b
e
cr
ea
tiv
e
in
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
f
o
r
th
e
ac
h
iev
em
e
n
t
o
f
s
ch
o
o
l
ed
u
ca
ti
o
n
g
o
als.
T
ea
ch
er
s
'
ex
p
er
ien
ce
in
teac
h
in
g
will b
e
r
e
v
ea
led
in
th
is
r
esear
ch
.
R
ea
lizin
g
th
e
im
p
o
r
tan
ce
o
f
co
m
p
eten
ce
f
o
r
in
clu
s
iv
e
teac
h
er
s
an
d
th
eir
r
o
le
in
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
ed
u
ca
tio
n
,
th
is
r
esear
ch
will
s
p
ec
if
ically
ex
am
in
e
th
e
co
m
p
eten
cy
m
o
d
el
th
at
m
u
s
t
b
e
p
o
s
s
ess
ed
b
y
teac
h
er
s
in
in
clu
s
iv
e
s
ch
o
o
ls
.
T
h
is
r
esear
ch
tr
ies
to
an
s
wer
t
h
e
f
o
llo
win
g
q
u
esti
o
n
:
1
)
W
h
at
ar
e
th
e
m
in
im
u
m
ty
p
es
o
f
co
m
p
eten
cies
th
at
in
clu
s
iv
e
teac
h
er
s
m
u
s
t
h
av
e?
2)
Ho
w
d
o
teac
h
er
s
teac
h
ch
ar
ac
ter
ed
u
ca
tio
n
f
o
r
au
tis
tic
ch
ild
r
en
?
T
h
is
p
h
en
o
m
e
n
o
lo
g
ical
r
esear
ch
will
illu
s
tr
ate
th
e
ex
p
er
ien
ce
o
f
in
clu
s
iv
e
teac
h
er
s
in
th
e
p
r
o
ce
s
s
o
f
ch
ar
a
cter
ed
u
ca
tio
n
f
o
r
au
ti
s
tic
ch
ild
r
en
.
T
h
e
co
m
p
eten
cies
r
ef
er
r
ed
to
in
th
is
r
es
ea
r
ch
ar
e
g
en
er
al
co
m
p
eten
cies
th
at
m
u
s
t
b
e
p
o
s
s
es
s
ed
b
y
a
teac
h
er
in
ac
co
r
d
an
ce
with
th
e
I
n
d
o
n
esian
ed
u
ca
tio
n
co
n
s
titu
tio
n
wh
ich
in
clu
d
es
p
ed
a
g
o
g
ical
co
m
p
eten
cies,
p
er
s
o
n
al
co
m
p
eten
cies,
s
o
cial
co
m
p
eten
cies,
an
d
p
r
o
f
ess
io
n
al
co
m
p
eten
cies.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
G
ener
a
l ba
ck
g
r
o
un
d
T
h
is
ty
p
e
o
f
r
esear
ch
is
a
q
u
alitativ
e
r
esear
ch
with
a
tr
a
n
s
ce
n
d
en
tal
p
h
e
n
o
m
e
n
o
lo
g
ica
l
ap
p
r
o
ac
h
[
2
6
]
.
T
h
is
r
esear
ch
was
co
n
d
u
cted
t
o
ex
p
lo
r
e
m
o
r
e
in
f
o
r
m
atio
n
ab
o
u
t
th
e
ex
p
er
ie
n
ce
o
f
teac
h
e
r
s
in
im
p
lem
en
tin
g
lear
n
in
g
f
o
r
a
u
t
is
tic
ch
ild
r
en
.
Sp
ec
if
ically
,
th
i
s
r
esear
ch
aim
s
to
g
ain
a
d
ee
p
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
to
teac
h
teac
h
er
s
in
in
cl
u
s
iv
e
s
ch
o
o
ls
an
d
wh
at
t
y
p
es
o
f
co
m
p
ete
n
cies
th
at
in
clu
s
io
n
teac
h
er
s
m
u
s
t
h
av
e.
T
h
is
r
esear
ch
was
co
n
d
u
cted
f
o
r
th
r
ee
m
o
n
th
s
f
r
o
m
Sep
tem
b
er
to
Dec
em
b
er
2
0
1
9
.
T
h
is
r
esear
ch
is
ex
p
e
cted
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
65
-
77
68
to
b
e
th
e
b
asis
f
o
r
f
u
r
th
er
r
esear
ch
d
ev
elo
p
m
e
n
t,
esp
ec
ially
f
o
r
r
esear
ch
o
n
lear
n
i
n
g
th
em
es
f
o
r
au
tis
tic
ch
ild
r
en
wh
o
ar
e
m
o
r
e
q
u
alif
i
ed
an
d
s
u
s
tain
ab
le.
2
.
2
.
P
a
rt
icipa
nt
Par
ticip
an
ts
in
th
is
r
esear
ch
w
er
e
1
0
teac
h
er
s
f
r
o
m
th
r
ee
in
c
lu
s
iv
e
s
ch
o
o
ls
in
Y
o
g
y
a
k
ar
ta,
I
n
d
o
n
esia.
T
h
e
s
elec
tio
n
o
f
1
0
p
ar
ticip
an
ts
is
b
ased
o
n
a
r
esear
ch
d
esig
n
ac
co
r
d
in
g
to
C
r
eswell
[
2
7
]
th
at
th
e
e
x
p
lo
r
atio
n
o
f
p
h
en
o
m
en
a
ca
n
b
e
ca
r
r
ied
o
u
t
o
n
h
eter
o
g
e
n
eo
u
s
p
ar
tici
p
an
ts
b
etwe
en
3
-
1
5
p
eo
p
le.
T
h
r
ee
s
ch
o
o
l
n
am
es
th
at
ar
e
th
e
s
u
b
ject
o
f
t
h
e
r
esear
ch
ar
e
m
en
tio
n
ed
with
t
h
e
in
itials
I
1
,
I
2
,
an
d
I
3
.
T
h
e
p
u
r
p
o
s
e
o
f
a
d
is
g
u
is
ed
id
en
tity
is
to
p
r
o
tect
an
d
m
ain
tain
th
e
p
r
iv
ac
y
o
f
th
e
s
u
b
ject.
B
ef
o
r
e
tak
in
g
th
e
r
esear
ch
d
ata,
th
e
r
esear
ch
er
co
n
tacte
d
t
h
e
in
clu
s
iv
e
s
ch
o
o
ls
th
at
wer
e
p
lan
n
e
d
to
b
e
i
n
v
o
lv
e
d
in
th
is
r
esear
c
h
in
cl
u
d
in
g
th
e
teac
h
er
s
.
R
esear
ch
er
s
ca
r
r
y
o
u
t th
is
s
tag
e
to
o
b
tain
ap
p
r
o
v
al
an
d
f
ac
ilit
ate
th
e
p
r
o
ce
s
s
o
f
r
etr
iev
in
g
d
ata.
T
h
e
r
esear
ch
er
ch
o
s
e
th
r
ee
in
clu
s
iv
e
s
ch
o
o
l
s
as
a
r
esear
ch
s
am
p
le,
n
o
t
o
n
ly
b
ec
a
u
s
e
th
e
s
ch
o
o
l
is
ad
m
in
is
tr
a
tiv
ely
an
ex
ce
p
tio
n
al
s
ch
o
o
l
f
o
r
ch
ild
r
e
n
with
s
p
ec
ial
n
ee
d
s
,
b
u
t
in
ch
ar
ac
ter
also
r
ep
r
esen
ts
a
n
u
m
b
er
o
f
e
x
ce
p
tio
n
al
s
ch
o
o
ls
in
Yo
g
y
ak
a
r
ta.
I
n
d
et
ail,
th
e
c
h
ar
ac
ter
is
tics
o
f
a
u
tis
tic
ch
ild
r
en
f
r
o
m
t
h
e
th
r
ee
in
c
lu
s
iv
e
s
ch
o
o
ls
u
s
ed
in
th
is
r
esear
ch
ar
e
s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
Par
ticip
an
ts
p
r
o
f
ile
f
r
o
m
th
r
ee
in
cl
u
s
iv
e
s
ch
o
o
ls
I
n
c
l
u
s
i
v
e
sc
h
o
o
l
P
r
i
mary
sc
h
o
o
l
Ju
n
i
o
r
h
i
g
h
sc
h
o
o
l
To
t
a
l
M
a
l
e
F
e
mal
e
M
a
l
e
F
e
mal
e
I1
1
1
1
1
4
I2
-
1
1
1
3
I3
-
1
-
2
3
2
.
3
.
I
ns
t
rum
ent
a
nd
pro
ce
d
ures
T
h
e
r
esear
ch
d
ata
co
llectio
n
was
ca
r
r
ied
o
u
t
b
y
in
-
d
e
p
th
i
n
ter
v
iew
tech
n
iq
u
es
[
2
7
]
.
T
h
e
d
u
r
atio
n
o
f
th
e
in
ter
v
iew
is
ar
o
u
n
d
4
5
to
6
0
m
i
n
u
tes.
I
n
ter
v
iews
wer
e
co
n
d
u
cte
d
at
th
e
l
o
ca
tio
n
o
f
t
h
e
in
clu
s
iv
e
s
ch
o
o
l
with
co
n
s
id
er
atio
n
to
g
et
g
o
o
d
q
u
ality
in
ter
v
iews.
I
n
ter
v
ie
w
q
u
est
io
n
s
a
r
e
o
p
en
an
d
g
e
n
er
al
th
at
a
r
e
a
r
r
an
g
ed
b
y
r
esear
ch
er
s
to
u
n
co
v
er
th
e
co
r
e
p
h
en
o
m
e
n
a
o
f
r
esear
ch
[
2
8
]
.
R
esear
ch
er
s
also
tr
y
t
o
cr
ea
te
a
co
n
d
u
civ
e
atm
o
s
p
h
er
e
s
o
th
at
p
ar
ticip
an
t
s
ca
n
an
s
wer
f
r
ee
ly
a
n
d
co
m
f
o
r
tab
ly
ev
er
y
q
u
esti
o
n
ask
ed
[
2
6
]
.
2
.
4
.
Da
t
a
a
na
ly
s
i
s
Data
r
ed
u
ctio
n
b
ased
o
n
p
ar
ti
cip
an
ts
'
ex
p
er
ien
ce
b
ec
o
m
es
a
n
im
p
o
r
tan
t
p
ar
t
o
f
d
ata
an
aly
s
is
.
T
o
g
et
q
u
ality
d
ata,
s
ev
er
al
s
tag
es
ar
e
ca
r
r
ied
o
u
t,
n
am
ely
class
if
y
in
g
im
p
o
r
tan
t
s
tatem
en
ts
in
t
h
e
m
ain
th
em
e,
an
d
d
escr
ib
in
g
th
e
m
ea
n
in
g
o
f
th
e
ex
p
er
ien
ce
o
f
t
h
e
p
h
en
o
m
e
n
o
n
as
a
wh
o
le.
T
h
e
ess
en
ce
o
f
th
e
d
escr
ip
tio
n
is
wh
at
is
b
ein
g
ex
p
er
ien
ce
d
an
d
h
o
w
in
d
iv
id
u
als
d
ea
l
with
th
i
s
ex
p
er
ien
ce
[
2
6
]
.
T
h
e
d
ata
a
n
aly
s
is
p
r
o
ce
d
u
r
e
in
th
is
r
esear
ch
b
eg
a
n
b
y
co
n
v
e
r
tin
g
th
e
r
ec
o
r
d
ed
s
o
u
n
d
f
r
o
m
th
e
in
ter
v
iew
in
to
a
tr
an
s
c
r
i
p
t,
s
o
th
at
it
c
o
u
ld
ea
s
ily
ex
am
in
e
in
f
o
r
m
atio
n
c
o
n
tain
ed
.
T
h
e
r
esear
ch
e
r
s
ca
r
ef
u
lly
r
ea
d
t
h
e
in
ter
v
iew
tr
a
n
s
cr
ip
t
s
ev
er
al
tim
es.
Alo
n
g
with
th
is
p
r
o
ce
s
s
,
r
esea
r
ch
er
s
also
ch
o
o
s
e
th
e
im
p
o
r
tan
t
in
f
o
r
m
atio
n
co
n
tain
ed
in
it
to
b
e
an
im
p
o
r
tan
t
s
tatem
en
t.
I
m
p
o
r
ta
n
t
s
tatem
en
ts
id
en
tifie
d
b
y
th
e
r
esear
ch
er
s
ar
e
f
u
r
th
er
g
r
o
u
p
ed
i
n
to
c
en
tr
al
th
em
es.
T
h
is
im
p
o
r
tan
t
s
tatem
en
t
an
d
ce
n
tr
al
th
em
e
ar
e
th
en
u
s
ed
to
m
ak
e
a
tex
tu
r
e
d
escr
ip
tio
n
,
wh
ich
is
a
d
escr
ip
tio
n
o
f
wh
at
th
e
p
ar
ticip
an
ts
e
x
p
er
ie
n
ce
d
.
I
m
p
o
r
tan
t
s
tatem
en
ts
an
d
ce
n
tr
al
th
e
m
es
ar
e
also
u
s
ed
b
y
r
esear
ch
er
s
to
m
ak
e
s
tr
u
ctu
r
al
d
escr
ip
tio
n
s
,
n
am
ely
d
escr
ip
tio
n
s
o
f
h
o
w
p
ar
ticip
an
ts
ex
p
er
ien
ce
th
e
p
h
e
n
o
m
en
o
n
.
T
h
e
f
in
al
s
tep
in
th
e
d
ata
an
aly
s
is
p
r
o
ce
d
u
r
e
is
wr
itin
g
th
e
ess
en
ce
o
f
all
p
h
en
o
m
e
n
a
ex
p
er
ie
n
ce
d
b
y
th
e
p
a
r
ticip
an
ts
.
E
s
s
en
ce
d
escr
ip
tio
n
is
a
c
o
m
b
in
atio
n
o
f
tex
t
u
r
e
a
n
d
s
tr
u
ct
u
r
al
d
escr
ip
tio
n
th
at
r
ev
ea
ls
t
h
e
ess
en
ce
o
f
th
e
p
h
en
o
m
en
o
n
ex
p
e
r
ien
ce
d
b
y
t
h
e
p
ar
ticip
an
ts
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
I
n
ac
co
r
d
an
ce
with
th
e
p
r
o
v
is
io
n
s
o
f
th
e
d
i
r
ec
to
r
ate
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
s
p
ec
ial
e
d
u
c
atio
n
an
d
s
p
ec
ial
s
er
v
ices
in
I
n
d
o
n
esia,
th
e
ed
u
ca
tio
n
s
er
v
ices
f
o
r
ch
i
ld
r
en
with
s
p
ec
ial
n
e
ed
s
in
clu
d
e
m
ater
ial
o
n
th
e
d
ev
elo
p
m
e
n
t
o
f
m
o
b
ilit
y
,
s
o
c
ial,
an
d
c
o
m
m
u
n
icatio
n
o
r
ien
tatio
n
[
2
9
]
.
Me
a
n
wh
ile,
a
g
e
n
er
al
d
escr
ip
tio
n
o
f
th
e
im
p
lem
en
tatio
n
o
f
th
e
au
ti
s
tic
ch
ild
r
en
ch
ar
ac
ter
e
d
u
ca
ti
o
n
s
y
s
tem
in
I
n
d
o
n
esia is p
r
es
en
ted
in
Fig
u
r
e
1
.
I
n
th
e
ap
p
licatio
n
o
f
c
h
ar
ac
ter
ed
u
ca
tio
n
f
o
r
a
u
tis
tic
ch
ild
r
en
,
th
e
lear
n
in
g
m
o
d
el
th
at
is
ca
r
r
ied
o
u
t
co
m
b
in
es
ex
p
lan
ato
r
y
,
p
r
ac
tices,
an
d
in
te
n
s
iv
e
m
en
to
r
in
g
.
A
teac
h
er
r
ev
ea
led
th
at,
“L
ea
r
n
in
g
fo
r
a
u
tis
tic
ch
ild
r
en
id
ea
lly
r
eq
u
ir
e
s
p
ec
ia
l
men
to
r
in
g
,
b
u
t
b
ec
a
u
s
e
t
h
ere
a
r
e
q
u
ite
a
lo
t
o
f
s
tu
d
en
ts
in
th
e
s
ch
o
o
l,
men
to
r
in
g
w
ill
b
e
d
o
n
e
a
fter
lea
r
n
in
g
is
fin
is
h
ed
.
”
An
o
th
er
teac
h
er
also
ad
d
ed
th
at,
“
I
n
s
p
ec
ia
l
s
ch
o
o
ls
’
ch
ild
r
en
w
ith
n
ee
d
s
co
n
s
is
t
o
f
s
tu
d
en
ts
w
h
o
h
a
ve
d
iffer
en
t
m
en
ta
l
d
is
o
r
d
ers
,
s
o
me
a
r
e
a
u
tis
tic,
s
o
me
a
r
e
s
lo
w
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
er’s e
xp
erien
ce
s
in
ch
a
r
a
cter e
d
u
ca
tio
n
f
o
r
a
u
tis
tic
ch
ild
r
en
(
Ha
n
if C
a
h
yo
A
d
i Ki
s
to
r
o
)
69
lea
r
n
ers
o
r
o
th
ers
.
”
Ad
d
itio
n
al
in
f
o
r
m
atio
n
was
co
n
v
ey
ed
b
y
o
n
e
teac
h
er
also
in
h
is
in
te
r
v
iew
,
“In
a
d
d
itio
n
to
h
a
vin
g
g
o
o
d
c
o
m
mu
n
ica
tio
n
s
kills
in
lea
r
n
in
g
fo
r
a
u
tis
tic
ch
ild
r
en
,
crea
tivity
is
a
ls
o
n
ee
d
ed
in
tea
c
h
in
g
.
”
I
n
lear
n
in
g
ab
o
u
t
c
h
ar
ac
ter
e
d
u
ca
tio
n
th
e
r
e
ar
e
s
o
m
e
im
p
o
r
tan
t
th
in
g
s
th
at
n
ee
d
to
b
e
co
n
s
id
er
ed
,
n
am
ely
co
m
m
u
n
icatio
n
s
k
ills
,
cr
ea
tiv
ity
in
teac
h
in
g
,
co
n
tin
u
o
u
s
p
r
ac
tice,
an
d
in
ten
s
iv
e
m
en
to
r
in
g
.
I
n
ad
d
itio
n
to
p
r
o
v
id
in
g
m
ater
ial
,
au
tis
tic
s
tu
d
en
ts
also
n
ee
d
t
o
b
e
g
i
v
en
p
r
ac
tice
in
p
ar
ticu
la
r
to
s
tr
en
g
t
h
en
th
e
m
ater
ial
p
r
o
v
id
ed
.
T
h
e
a
b
ilit
y
in
p
r
ac
tice
is
s
p
ec
if
ically
g
iv
en
to
th
e
task
o
f
s
tu
d
en
ts
'
r
ea
d
in
g
,
wr
itin
g
an
d
th
in
k
in
g
a
b
ilit
ies.
I
n
ad
d
itio
n
to
th
e
p
r
ac
tice
ca
r
r
ied
o
u
t
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
m
en
to
r
in
g
is
an
im
p
o
r
tan
t
s
tr
ateg
y
in
th
e
ch
ar
ac
ter
ed
u
c
atio
n
p
r
o
ce
s
s
f
o
r
au
tis
tic
s
tu
d
en
ts
.
Me
n
to
r
in
g
is
in
ten
d
ed
to
p
r
o
v
id
e
a
s
en
s
e
o
f
clo
s
en
ess
an
d
co
m
f
o
r
t
o
f
s
tu
d
en
ts
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
It
is
k
n
o
wn
ch
ild
r
e
n
with
s
p
ec
ial
n
ee
d
s
h
av
e
lim
itatio
n
s
in
u
n
d
er
s
tan
d
in
g
,
co
m
m
u
n
icatio
n
an
d
b
e
h
av
io
r
.
Me
n
to
r
in
g
will
h
elp
s
tu
d
en
t
s
f
ee
l
s
o
m
eo
n
e
is
p
r
o
tectin
g
an
d
p
ay
in
g
atten
tio
n
.
T
h
is
was
r
ein
f
o
r
ce
d
b
y
o
n
e
teac
h
er
wh
o
s
tated
th
at,
“Au
t
is
tic
ch
ild
r
en
ten
d
to
h
a
ve
d
iffer
en
t
b
e
h
a
vio
r
s
;
t
h
ey
h
a
ve
d
iffi
cu
lty
c
o
mmu
n
ic
a
tin
g
a
n
d
in
tera
ctin
g
,
s
o
tea
c
h
ers
mu
s
t
b
e
a
b
le
to
fo
llo
w
th
eir w
i
s
h
es in
th
e
fo
r
m
o
f m
en
to
r
in
g
.
”
Fig
u
r
e
1
.
Ov
e
r
v
iew
o
f
th
e
au
ti
s
tic
ch
ild
r
en
ch
ar
ac
ter
e
d
u
ca
ti
o
n
s
y
s
tem
in
I
n
d
o
n
esia
3
.
1
.
T
he
t
ea
cher
co
m
pet
ence
in cha
ra
ct
er
educa
t
io
n f
o
r
a
utistic
child
re
n
T
h
e
im
p
o
r
tan
t
m
ea
n
in
g
in
th
e
co
m
p
ete
n
cies
th
at
m
u
s
t
b
e
p
o
s
s
ess
ed
b
y
a
teac
h
er
in
a
n
in
clu
s
iv
e
s
ch
o
o
l
is
h
o
w
s
o
t
h
at
th
e
ch
a
r
ac
ter
ed
u
ca
tio
n
m
ater
ial
in
t
h
is
ca
s
e
r
elig
io
u
s
m
ate
r
ial
ca
n
b
e
u
n
d
er
s
to
o
d
b
y
s
tu
d
en
ts
.
T
h
er
ef
o
r
e,
it
n
ee
d
s
g
o
o
d
s
k
ills
to
b
e
ab
le
to
ca
r
r
y
i
t
o
u
t.
B
ased
o
n
co
n
s
titu
tio
n
N
u
m
b
er
1
4
o
f
2
0
0
5
co
n
ce
r
n
in
g
T
ea
c
h
er
s
a
n
d
L
ec
tu
r
er
s
in
ar
ticle
1
0
,
f
ir
s
t
p
a
r
ag
r
ap
h
s
tate
d
t
h
at
teac
h
e
r
c
o
m
p
et
en
cy
as
r
ef
er
r
e
d
t
o
in
Ar
ticle
8
in
clu
d
e
p
ed
a
g
o
g
ical
co
m
p
ete
n
cies,
p
er
s
o
n
ality
co
m
p
eten
cies,
s
o
cial
co
m
p
eten
cies,
an
d
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
o
b
tain
ed
th
r
o
u
g
h
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
[
3
0
]
.
T
h
ese
teac
h
er
co
m
p
ete
n
cy
s
tan
d
ar
d
s
co
v
er
th
e
co
r
e
co
m
p
eten
cies
o
f
teac
h
er
s
d
ev
elo
p
ed
in
to
th
e
co
m
p
ete
n
cies
o
f
k
i
n
d
er
g
a
r
ten
teac
h
er
s
,
elem
en
tar
y
s
ch
o
o
l
teac
h
e
r
s
,
a
n
d
s
u
b
ject
teac
h
er
s
in
elem
en
tar
y
,
ju
n
io
r
h
ig
h
s
ch
o
o
l,
s
en
i
o
r
h
i
g
h
s
ch
o
o
l,
an
d
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
.
T
h
er
ef
o
r
e,
in
g
en
e
r
al
th
is
co
m
p
eten
cy
also
ap
p
lies
to
in
clu
s
iv
e
s
ch
o
o
l
teac
h
e
r
s
.
T
h
is
was
also
r
ein
f
o
r
ce
d
b
y
th
e
o
p
in
io
n
o
f
o
n
e
o
f
t
h
e
in
clu
s
io
n
teac
h
er
s
wh
o
s
tated
th
at,
“Be
co
min
g
a
n
id
e
a
l
tea
ch
er
s
h
o
u
ld
b
e
a
b
le
to
ev
eryth
in
g
,
b
o
t
h
a
b
o
u
t
h
o
w
to
tea
ch
,
th
e
ma
teri
a
l,
co
mmu
n
ica
ti
o
n
,
a
n
d
b
ec
o
me
a
n
ex
a
mp
le
fo
r
s
tu
d
en
ts
.
”
3
.
2
.
P
eda
g
o
g
ica
l c
o
m
pet
ence
Ped
ag
o
g
ical
co
m
p
eten
ce
is
th
e
ab
ilit
y
o
f
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
en
ts
,
th
e
d
esig
n
an
d
im
p
l
em
en
tatio
n
o
f
lear
n
in
g
,
ev
alu
atio
n
o
f
lear
n
in
g
o
u
tc
o
m
es,
an
d
t
h
e
d
e
v
elo
p
m
en
t
o
f
s
tu
d
en
ts
t
o
ac
t
u
alize
th
e
v
ar
io
u
s
p
o
ten
tials
th
ey
h
av
e
.
Su
b
co
m
p
eten
ce
in
p
e
d
ag
o
g
ical
co
m
p
e
ten
ce
is
to
u
n
d
er
s
tan
d
th
e
co
n
d
itio
n
o
f
s
tu
d
e
n
ts
in
d
ep
th
wh
ich
i
n
clu
d
es
u
n
d
er
s
tan
d
in
g
th
e
p
r
in
cip
les
o
f
co
g
n
itiv
e
d
ev
elo
p
m
e
n
t,
th
e
p
r
in
ci
p
les
o
f
p
er
s
o
n
ality
,
an
d
id
e
n
tify
in
g
s
tu
d
e
n
ts
'
ea
r
ly
lear
n
in
g
p
r
o
v
is
io
n
s
.
On
e
o
f
t
h
e
teac
h
er
s
s
aid
t
h
at,
“M
y
ex
p
erien
ce
in
tea
c
h
in
g
fo
r
ma
n
y
ye
a
r
s
,
th
e
ma
in
th
in
g
fir
s
t
w
a
s
to
kn
o
w
th
e
a
b
ilit
y
o
f
s
tu
d
en
ts
,
s
o
w
e
w
ill
b
e
a
b
le
to
ma
ke
a
tea
c
h
in
g
s
tr
a
teg
y
.
”
I
n
th
e
p
ed
ag
o
g
ic
al
ab
ilit
y
,
teac
h
er
s
ar
e
ex
p
ec
ted
to
b
e
ab
le
to
d
esig
n
lear
n
in
g
,
in
clu
d
in
g
u
n
d
er
s
tan
d
i
n
g
th
e
e
d
u
ca
tio
n
a
l
f
o
u
n
d
atio
n
f
o
r
th
e
b
en
ef
it
o
f
lear
n
in
g
wh
ich
i
n
clu
d
es
u
n
d
er
s
tan
d
i
n
g
th
e
ed
u
ca
tio
n
al
f
o
u
n
d
atio
n
,
ap
p
ly
in
g
lear
n
in
g
an
d
lear
n
in
g
t
h
e
o
r
ies,
d
eter
m
i
n
in
g
lear
n
in
g
s
t
r
ateg
ies
b
ased
o
n
lear
n
er
c
h
ar
ac
ter
is
tics
,
co
m
p
e
ten
cies
to
b
e
ac
h
iev
e
d
,
a
n
d
teac
h
in
g
m
ater
ial,
as
well
as
p
r
ep
ar
in
g
lear
n
in
g
d
esig
n
s
b
ased
o
n
t
h
e
s
tr
ateg
y
ch
o
s
en
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
65
-
77
70
I
n
ad
d
itio
n
,
th
e
teac
h
er
is
also
ex
p
ec
ted
t
o
b
e
a
b
le
to
ca
r
r
y
o
u
t
lear
n
in
g
wh
ich
in
cl
u
d
es
ar
r
an
g
in
g
t
h
e
lear
n
in
g
b
ac
k
g
r
o
u
n
d
an
d
ca
r
r
y
in
g
o
u
t
co
n
d
u
civ
e
lear
n
in
g
,
ab
le
to
d
esig
n
an
d
ca
r
r
y
o
u
t
l
ea
r
n
in
g
ev
alu
atio
n
s
wh
ich
in
clu
d
e
d
esig
n
in
g
an
d
ca
r
r
y
in
g
o
u
t
p
r
o
ce
s
s
ev
alu
ati
o
n
s
an
d
lear
n
i
n
g
o
u
tco
m
es
o
n
an
o
n
g
o
in
g
b
asis
with
v
ar
io
u
s
m
eth
o
d
s
,
an
aly
zin
g
th
e
r
esu
lts
o
f
th
e
ev
alu
atio
n
o
f
th
e
p
r
o
ce
s
s
an
d
lear
n
in
g
o
u
tco
m
es
f
o
r
d
eter
m
in
e
th
e
lev
el
o
f
m
aster
y
lear
n
in
g
,
an
d
u
tili
ze
th
e
r
esu
lts
o
f
lear
n
in
g
ass
ess
m
en
ts
to
i
m
p
r
o
v
e
t
h
e
q
u
ality
o
f
lear
n
in
g
p
r
o
g
r
am
s
in
g
en
e
r
al.
B
ased
o
n
in
f
o
r
m
atio
n
f
r
o
m
in
clu
s
iv
e
teac
h
er
s
ex
p
lain
e
d
th
at,
“On
e
o
f
th
e
o
b
s
ta
cles fa
ce
d
in
lea
r
n
in
g
in
in
clu
s
ive
s
ch
o
o
ls
is
in
ev
a
lu
a
tin
g
lea
r
n
in
g
,
b
ec
a
u
s
e
o
ften
th
e
r
esu
lt
s
o
f s
tu
d
en
ts
w
ith
s
p
ec
ia
l
n
ee
d
s
ca
n
’
t
b
e
a
s
s
es
s
ed
o
n
ly
fr
o
m
o
n
e
test
,
mu
s
t
b
e
r
ep
ea
ted
.
”
Fin
ally
,
tea
ch
er
s
ca
n
d
ev
elo
p
s
tu
d
en
ts
to
ac
tu
alize
th
eir
v
a
r
io
u
s
p
o
ten
tials
,
in
clu
d
in
g
f
a
cilitatin
g
s
tu
d
en
ts
to
d
ev
elo
p
v
ar
io
u
s
ac
ad
em
ic
p
o
ten
tials
,
an
d
f
ac
ilit
ate
s
tu
d
e
n
ts
to
d
ev
elo
p
v
ar
io
u
s
n
o
n
-
ac
a
d
em
ic
p
o
ten
tials
.
3
.
3
.
P
er
s
o
na
lity
co
m
pet
ence
Per
s
o
n
ality
co
m
p
ete
n
ce
is
a
p
er
s
o
n
al
ab
ilit
y
th
at
r
e
f
lects
a
p
er
s
o
n
ality
th
at
is
s
tead
y
,
s
tab
le,
m
atu
r
e,
wis
e,
an
d
a
u
th
o
r
itativ
e,
b
e
an
ex
a
m
p
le
f
o
r
s
tu
d
en
ts
,
a
n
d
h
av
e
g
o
o
d
ch
ar
ac
ter
.
Su
b
co
m
p
eten
cies
in
p
er
s
o
n
ality
co
m
p
eten
ce
i
n
clu
d
e
f
ir
s
t,
a
s
tab
le
p
e
r
s
o
n
ality
i
n
clu
d
es
ac
tin
g
i
n
ac
co
r
d
an
ce
with
s
o
cial
n
o
r
m
s
,
b
ein
g
p
r
o
u
d
to
b
e
a
teac
h
e
r
,
an
d
h
a
v
in
g
co
n
s
is
ten
cy
i
n
ac
t
in
g
ac
co
r
d
in
g
to
n
o
r
m
s
.
T
h
is
is
s
u
p
p
o
r
ted
b
y
th
e
teac
h
er
'
s
ex
p
lan
atio
n
th
at,
“In
d
a
ily
life
th
e
tea
ch
er
w
h
o
ta
ke
s
ca
r
e
o
f
in
clu
s
ive
ch
ild
r
en
mu
s
t
b
e
p
a
tien
t
a
n
d
b
e
a
n
ex
a
mp
le,
b
ec
a
u
s
e
th
e
y
a
ls
o
imita
te
w
h
a
t
w
e
w
ill
d
o
.
”
Seco
n
d
,
a
m
atu
r
e
p
er
s
o
n
ality
d
is
p
lay
s
in
d
ep
en
d
en
ce
i
n
ac
tin
g
as
a
n
ed
u
ca
to
r
an
d
h
as
a
wo
r
k
eth
ic
as
a
teac
h
er
.
T
h
ir
d
,
a
wis
e
p
er
s
o
n
ality
is
d
is
p
lay
in
g
ac
tio
n
s
b
ased
o
n
t
h
e
b
en
ef
its
o
f
s
tu
d
e
n
ts
,
s
ch
o
o
ls
an
d
s
o
ciety
an
d
s
h
o
win
g
o
p
en
n
ess
in
th
in
k
in
g
an
d
ac
tin
g
.
Fo
u
r
th
,
a
u
th
o
r
itativ
e
p
er
s
o
n
alities
in
clu
d
e
h
av
in
g
b
eh
av
i
o
r
s
th
at
h
av
e
a
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
ts
an
d
h
av
i
n
g
r
esp
ec
ted
b
eh
a
v
io
r
.
Fifth
,
n
o
b
le
ch
ar
ac
ter
an
d
c
an
b
e
an
e
x
am
p
le
in
cl
u
d
es
ac
tin
g
in
ac
co
r
d
an
ce
with
r
elig
io
u
s
n
o
r
m
s
an
d
h
av
i
n
g
b
eh
av
io
r
t
h
at
is
em
u
lated
b
y
s
tu
d
en
ts
.
3
.
4
.
P
ro
f
ess
io
na
l
co
m
pet
ence
Pro
f
ess
io
n
al
co
m
p
ete
n
ce
is
th
e
m
aster
y
o
f
ex
ten
s
iv
e
a
n
d
in
-
d
ep
th
lear
n
in
g
m
ate
r
ial,
wh
ic
h
in
clu
d
es
th
e
m
aster
y
o
f
cu
r
r
icu
lu
m
m
at
er
ial
in
s
ch
o
o
l
s
u
b
jects
an
d
th
e
s
cien
tific
s
u
b
s
tan
ce
th
at
h
o
u
s
es
th
e
m
ater
ial,
as
well
as
m
aster
y
o
f
th
e
s
tr
u
ctu
r
e
an
d
m
eth
o
d
o
lo
g
y
o
f
th
e
s
cien
ce
.
Ma
s
ter
y
o
f
th
e
m
ater
ial
in
clu
d
es,
s
tr
u
ctu
r
e
,
co
n
ce
p
ts
,
an
d
s
cien
tific
th
o
u
g
h
t
p
atter
n
s
t
h
at
s
u
p
p
o
r
t
th
e
less
o
n
s
b
ein
g
tau
g
h
t.
Ma
s
te
r
y
o
f
co
m
p
eten
cy
s
tan
d
ar
d
s
is
em
p
h
asized
o
n
th
e
b
asic
co
m
p
ete
n
cies
o
f
t
h
e
d
ev
elo
p
m
en
t
s
u
b
ject
s
b
ein
g
ta
u
g
h
t.
T
h
e
teac
h
e
r
'
s
ex
p
lan
atio
n
f
r
o
m
th
e
in
ter
v
ie
w
r
esu
lts
im
p
lies
th
at,
“Fo
r
t
h
e
field
o
f
tea
ch
in
g
p
r
o
fess
io
n
a
lis
m,
s
p
ec
ifica
lly
th
e
tea
ch
ers
h
ere
a
r
e
n
o
t
ye
t
fu
lly
r
ec
o
g
n
iz
ed
,
b
ec
a
u
s
e
s
o
me
tea
ch
ers
a
r
e
n
o
n
-
in
clu
s
ive
tea
ch
ers
,
s
o
w
e
tea
ch
b
a
s
ed
o
n
ex
p
erien
ce
a
n
d
a
d
d
it
io
n
a
l tra
in
in
g
p
r
o
vid
ed
.
”
I
n
teac
h
e
r
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
,
litt
le
b
y
litt
le
also
b
e
g
an
to
b
e
d
i
r
ec
ted
t
o
b
e
a
b
le
to
d
ev
elo
p
cr
ea
tiv
e
lear
n
in
g
m
ater
ials
,
d
e
v
elo
p
p
r
o
f
ess
io
n
alis
m
in
a
s
u
s
tain
ab
le
m
an
n
e
r
b
y
tak
in
g
r
ef
l
ec
tiv
e
ac
tio
n
s
an
d
u
tili
zin
g
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
to
co
m
m
u
n
icate
an
d
d
ev
e
lo
p
th
em
s
elv
es.
T
h
e
ab
ilit
y
to
u
s
e
m
e
d
ia
is
also
s
ee
n
as
h
elp
in
g
to
u
n
d
e
r
s
tan
d
c
h
ild
r
en
.
I
t
is
also
b
ased
o
n
th
e
ex
p
lan
atio
n
o
f
o
n
e
o
f
th
e
teac
h
er
s
,
“Pictu
r
es
ca
n
h
elp
s
tu
d
en
ts
u
n
d
ers
ta
n
d
.
C
h
ild
r
en
w
h
o
o
ften
s
ee
p
ictu
r
es
r
ep
ea
ted
ly
ca
n
b
eg
in
to
r
ec
o
g
n
iz
e
a
n
d
u
n
d
ers
ta
n
d
th
em
.
”
3
.
5
.
So
cia
l c
o
m
pet
ence
So
cial
co
m
p
eten
ce
is
th
e
ab
ili
ty
o
f
teac
h
er
s
to
c
o
m
m
u
n
icate
an
d
s
o
cialize
ef
f
ec
tiv
ely
with
s
tu
d
en
ts
,
ed
u
ca
tio
n
s
taf
f
,
s
tu
d
en
ts
'
p
ar
e
n
ts
,
an
d
t
h
e
s
u
r
r
o
u
n
d
in
g
c
o
m
m
u
n
ity
.
Fo
r
m
s
o
f
s
o
cial
co
m
p
eten
ce
ar
e
th
e
ab
ilit
y
to
b
e
in
clu
s
iv
e,
ac
t
o
b
jectiv
ely
,
an
d
n
o
t
d
is
cr
im
in
ate
b
ec
au
s
e
o
f
co
n
s
id
er
atio
n
o
f
g
en
d
er
,
r
elig
io
n
,
r
ac
e
,
p
h
y
s
ical
co
n
d
itio
n
,
f
am
ily
b
a
ck
g
r
o
u
n
d
,
an
d
f
am
ily
s
o
cial
s
tatu
s
.
T
ea
ch
er
s
'
s
o
cial
co
m
p
eten
ce
ca
n
also
b
e
d
em
o
n
s
tr
ated
b
y
co
m
m
u
n
ic
atin
g
ef
f
ec
tiv
ely
,
em
p
h
atica
lly
,
p
o
litely
with
f
ello
w
teac
h
er
s
,
ed
u
ca
tio
n
p
er
s
o
n
n
el,
p
ar
en
ts
,
an
d
th
e
c
o
m
m
u
n
ity
.
Fu
r
th
er
m
o
r
e,
teac
h
er
s
in
I
n
d
o
n
esia
ar
e
also
r
e
q
u
ir
ed
ca
n
ad
a
p
t
to
teac
h
in
g
th
r
o
u
g
h
o
u
t I
n
d
o
n
esia
wh
ich
h
as so
cio
-
cu
ltu
r
al
d
iv
e
r
s
ity
.
On
e
k
ey
in
th
is
co
m
p
eten
cy
is
th
e
ab
ilit
y
o
f
co
m
m
u
n
icatio
n
.
T
h
is
was
r
ei
n
f
o
r
ce
d
b
y
th
e
teac
h
e
r
'
s
s
tate
m
en
t
d
u
r
in
g
th
e
in
ter
v
iew
wh
ich
s
tated
th
at,
“T
h
e
mo
s
t
p
o
w
erfu
l
co
mmu
n
ica
tio
n
u
s
ed
in
th
is
s
ch
o
o
l
is
tw
o
-
w
a
y
co
mmu
n
ica
tio
n
.
Th
e
r
ea
s
o
n
is
b
ec
a
u
s
e
w
ith
tw
o
-
w
a
y
co
mmu
n
ica
tio
n
s
tu
d
en
ts
a
r
e
a
b
le
to
r
esp
o
n
d
to
w
h
a
t
is
co
n
ve
ye
d
b
y
th
e
tea
ch
e
r
,
ev
en
th
o
u
g
h
it
is
s
imp
le.
”
3
.
6
.
T
he
es
s
ence
o
f
t
ea
cher
's
ex
perience
s
in t
ea
ching
a
utistic
child
re
n
L
ea
r
n
in
g
f
o
r
au
tis
tic
ch
ild
r
e
n
,
ac
co
r
d
in
g
to
a
teac
h
e
r
is
lik
e
teac
h
in
g
a
n
o
r
m
al
ch
ild
.
T
h
e
ess
en
ce
o
f
th
e
ex
p
e
r
ien
ce
o
f
teac
h
er
s
in
p
r
o
v
id
in
g
lear
n
i
n
g
to
a
u
tis
tic
ch
ild
r
e
n
to
an
s
wer
two
b
as
ic
q
u
esti
o
n
s
in
th
is
r
esear
ch
ar
e
wh
at
ty
p
es
o
f
m
in
im
u
m
co
m
p
eten
cies
th
at
m
u
s
t
b
e
p
o
s
s
ess
ed
an
d
wh
at
lear
n
in
g
m
o
d
els
ca
n
b
e
ap
p
lied
.
T
h
er
e
a
r
e
at
least
t
wo
o
f
th
e
f
o
u
r
co
m
p
eten
cie
s
th
at
m
u
s
t
b
e
p
o
s
s
ess
ed
b
y
teac
h
er
s
,
n
a
m
ely
p
ed
ag
o
g
ical
an
d
s
o
cial
co
m
p
eten
cies.
Oth
er
co
m
p
eten
cies
s
u
ch
as
p
r
o
f
ess
io
n
al
co
m
p
ete
n
ce
an
d
p
er
s
o
n
ality
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
er’s e
xp
erien
ce
s
in
ch
a
r
a
cter e
d
u
ca
tio
n
f
o
r
a
u
tis
tic
ch
ild
r
en
(
Ha
n
if C
a
h
yo
A
d
i Ki
s
to
r
o
)
71
co
m
p
eten
ce
d
o
n
o
t
m
ea
n
n
o
t
i
m
p
o
r
tan
t,
b
u
t b
ased
o
n
th
e
s
tatem
en
t
o
f
o
n
e
o
f
th
e
teac
h
er
s
in
in
clu
s
iv
e
s
ch
o
o
l
s
th
at,
“C
o
n
s
id
erin
g
tea
ch
ers
w
h
o
h
a
ve
b
ee
n
tea
ch
in
g
fo
r
a
lo
n
g
time,
th
ey
h
a
ve
b
ee
n
g
ive
n
tr
a
in
in
g
b
y
s
en
io
r
tea
ch
ers
o
r
th
e
h
ea
d
ma
s
ter,
s
o
th
ey
h
a
ve
s
ta
n
d
a
r
d
s
min
ima
l
s
er
vice
.
”
Ad
d
ed
b
y
o
th
er
teac
h
er
s
,
th
at
in
ad
d
itio
n
to
th
ese
co
m
p
eten
cie
s
m
u
s
t
also
m
ak
e
ex
p
er
ien
ce
as
o
n
e
o
f
th
e
f
o
r
m
in
g
o
f
co
m
p
e
ten
cies,
“Ba
s
ed
o
n
my
ex
p
erien
ce
,
th
a
t
tea
c
h
in
g
a
b
ilit
y
a
n
d
p
ers
o
n
a
l
clo
s
en
ess
a
r
e
ke
y
to
a
u
tis
tic
ch
ild
r
en
b
e
in
g
a
b
le
to
in
tera
c
t
a
n
d
co
mmu
n
ica
te
in
t
h
e
lea
r
n
i
n
g
p
r
o
ce
s
s
.
”
Am
o
n
g
th
e
teac
h
i
n
g
m
eth
o
d
s
th
at
ar
e
cu
r
r
e
n
tly
co
n
s
id
er
e
d
s
u
itab
le
b
y
in
clu
s
iv
e
teac
h
er
s
is
g
iv
in
g
m
ater
ial
in
an
ex
p
lan
ato
r
y
m
eth
o
d
,
g
i
v
in
g
ass
ig
n
m
en
ts
in
th
e
f
o
r
m
o
f
p
r
ac
tice,
an
d
p
r
o
v
id
i
n
g
in
ten
s
iv
e
m
en
to
r
in
g
t
o
s
tu
d
en
ts
.
C
h
ar
a
cter
ed
u
ca
tio
n
ta
u
g
h
t
to
a
u
tis
tic
ch
ild
r
en
in
clu
d
es
th
e
s
k
i
lls
o
f
r
ea
d
in
g
a
n
d
wr
itin
g
th
e
Qu
r
an
,
co
m
m
u
n
i
ca
tio
n
s
k
ills
,
an
d
s
k
ills
to
in
ter
ac
t
with
p
ee
r
s
an
d
teac
h
er
s
.
T
ea
ch
in
g
ab
o
u
t
r
elig
io
n
is
g
iv
en
b
y
th
e
ex
p
lan
ato
r
y
m
eth
o
d
in
class
.
T
h
i
s
is
d
o
n
e
to
tr
ain
s
tu
d
en
t
c
o
n
ce
n
tr
atio
n
.
T
h
is
s
tatem
en
t
was
co
n
f
ir
m
ed
b
y
t
h
e
teac
h
er
in
th
e
in
ter
v
iew
s
tatin
g
th
at,
“I
n
th
e
ex
p
lan
ato
r
y
m
eth
o
d
s
im
p
le
an
d
clea
r
s
en
ten
ce
s
will
b
e
d
eliv
e
r
ed
.
Fo
r
ex
a
m
p
le,
“let'
s
wr
ite,
”
“let'
s
r
ea
d
.
”
T
h
is
is
d
o
n
e
to
s
tim
u
lat
e
th
eir
co
n
ce
n
tr
atio
n
.
T
h
e
s
k
ill
o
f
r
ea
d
i
n
g
an
d
wr
itin
g
th
e
Qu
r
an
is
ca
r
r
ied
o
u
t
w
ith
co
n
tin
u
o
u
s
p
r
ac
tice.
So
cia
l
s
k
ills
in
th
is
ca
s
e
ar
e
t
h
e
a
b
ilit
y
to
in
te
r
ac
t
an
d
co
m
m
u
n
icate
also
wi
th
p
r
ac
tice
an
d
ass
is
tan
ce
.
T
h
e
teac
h
er
also
g
iv
es
d
ir
ec
tio
n
to
s
tu
d
en
t
s
to
co
m
m
u
n
icate
with
ea
ch
o
th
er
,
t
h
en
t
h
e
teac
h
er
p
r
o
v
id
es
s
p
ec
ial
ass
is
tan
ce
to
s
tu
d
en
ts
wh
o
ar
e
co
n
s
id
er
e
d
n
o
t
p
r
o
f
icien
t.
C
h
ar
ac
ter
ed
u
ca
tio
n
m
ater
ial
in
th
e
f
o
r
m
o
f
r
elig
io
u
s
s
tu
d
ies,
co
m
m
u
n
icatio
n
,
an
d
s
o
cial
in
t
er
ac
tio
n
is
p
r
o
v
id
ed
in
th
e
f
o
r
m
o
f
e
x
p
lan
ato
r
y
,
p
r
ac
tices,
a
n
d
m
en
t
o
r
in
g
with
th
e
aim
o
f
s
tu
d
en
ts
o
r
au
tis
tic
ch
ild
r
en
h
av
in
g
s
u
f
f
icien
t
s
to
ck
in
later
in
ter
ac
tin
g
w
ith
f
am
ily
an
d
th
e
s
u
r
r
o
u
n
d
in
g
en
v
ir
o
n
m
e
n
t.
On
e
teac
h
er
e
x
p
r
ess
ed
h
is
o
p
in
io
n
d
u
r
in
g
th
e
in
ter
v
iew,
“I
f
in
th
e
m
o
r
n
in
g
th
er
e
is
a
ce
r
em
o
n
y
a
n
d
t
h
e
m
o
r
n
in
g
g
r
ee
ts
,
t
h
en
a
f
ter
th
at
s
tu
d
en
ts
p
er
f
o
r
m
th
e
Du
h
a
p
r
a
y
er
in
c
o
n
g
r
eg
atio
n
.
Usu
ally
,
s
tu
d
en
ts
ar
e
s
ti
ll
g
u
i
d
ed
to
p
r
ay
,
b
ec
au
s
e
f
o
r
th
e
o
r
d
er
o
f
a
b
lu
tio
n
'
th
ey
s
till
h
av
e
n
o
t
m
em
o
r
ize
d
.
T
h
e
m
o
v
em
en
ts
ar
e
also
th
e
s
am
e,
s
o
th
o
s
e
p
r
a
y
er
s
m
u
s
t
s
till
b
e
g
u
id
ed
,
p
r
a
y
er
s
af
ter
th
e
Du
h
a
p
r
a
y
er
.
T
h
en
we
h
av
e
p
r
ay
e
r
r
ea
d
in
g
ac
tiv
ities
f
o
r
b
o
th
p
ar
en
ts
an
d
we
will
g
o
t
o
class
.
I
n
class
we
also
p
r
a
y
b
e
f
o
r
e
lear
n
in
g
,
th
e
n
r
ea
d
I
q
r
a'
.
I
f
b
y
ch
an
ce
ju
s
t
d
u
r
in
g
R
am
ad
a
n
,
we
ad
d
to
th
e
liter
ac
y
.
So
,
s
tu
d
en
ts
ar
e
u
s
u
ally
f
r
ee
to
r
ea
d
an
y
b
o
o
k
af
te
r
th
e
Qu
r
an
.
Af
ter
th
at,
th
er
e
ar
e
also
m
em
o
r
izatio
n
o
f
s
h
o
r
t
letter
s
J
u
z
3
0
.
“.
.
.
Alth
o
u
g
h
f
o
r
p
r
ay
er
th
e
y
s
till
h
av
e
to
b
e
g
u
id
ed
,
f
o
r
e
x
am
p
l
e
ab
lu
tio
n
an
d
its
m
o
v
em
en
ts
,
as
well
as
p
r
ay
er
an
d
its
m
o
v
em
en
t.
So
m
etim
es
th
ey
ju
s
t
m
o
v
e,
an
d
we
r
ea
d
th
eir
p
r
a
y
er
s
,
b
u
t
it
b
ec
am
e
a
r
o
u
tin
e
th
at
th
e
y
wer
e
also
p
ass
io
n
ate
ab
o
u
t..
.
”.
3
.
7
.
L
ea
rning
m
o
del f
o
r
cha
ra
ct
e
r
educa
t
io
n in a
utistic
child
r
en
B
ef
o
r
e
d
is
cu
s
s
in
g
th
e
lear
n
in
g
m
o
d
el
f
o
r
au
tis
tic
ch
ild
r
en
,
ac
co
r
d
in
g
t
o
th
e
lear
n
in
g
f
l
o
w
in
th
e
class
r
o
o
m
,
th
e
f
o
llo
win
g
ca
n
b
e
s
h
o
wn
in
Fig
u
r
e
2
ab
o
u
t
t
h
e
s
p
ec
if
ic
f
lo
w
o
f
in
clu
s
iv
e
lear
n
in
g
f
o
r
au
tis
tic
ch
ild
r
en
.
T
h
e
lear
n
i
n
g
p
r
o
ce
s
s
in
au
tis
tic
ch
ild
r
en
b
ased
o
n
th
e
teac
h
er
'
s
ex
p
er
ien
ce
s
b
eg
in
s
with
th
e
s
tag
es
o
f
lear
n
in
g
p
lan
n
in
g
an
d
lear
n
in
g
im
p
lem
en
tatio
n
.
T
h
e
r
e
ar
e
two
f
o
r
m
s
o
f
lear
n
in
g
f
o
r
au
tis
tic
ch
ild
r
en
,
p
ictu
r
e
ex
ch
an
g
e
co
m
m
u
n
icatio
n
s
y
s
tem
(
PECS
)
an
d
ap
p
lied
b
e
h
av
io
r
a
n
aly
s
is
(
AB
A)
.
PECS
is
an
a
p
p
r
o
ac
h
to
p
r
ac
tice
co
m
m
u
n
icatio
n
u
s
in
g
v
er
b
al
s
y
m
b
o
ls
[
3
1
]
.
PECS
is
d
esig
n
ed
an
d
d
ev
elo
p
ed
with
th
e
aim
o
f
h
elp
in
g
to
m
ak
e
it
ea
s
ier
f
o
r
au
tis
tic
p
eo
p
le
to
b
e
ab
le
to
c
o
m
m
u
n
icate
o
r
ex
p
r
ess
th
eir
wis
h
es.
T
h
is
m
eth
o
d
u
s
es
th
e
im
ag
e
as
th
e
m
ain
m
ed
ia,
b
u
t
it
wo
u
ld
b
e
b
etter
if
it
p
r
esen
ts
a
r
ea
l
o
b
ject
alo
n
g
wit
h
th
e
av
ailab
ilit
y
o
f
th
e
im
ag
e.
T
h
e
ad
v
a
n
tag
e
o
f
PECS
is
th
at
th
e
g
o
als
ar
e
clea
r
an
d
ea
s
y
to
u
n
d
e
r
s
tan
d
,
ch
ild
r
en
ar
e
d
eter
m
i
n
ed
b
y
th
eir
o
wn
,
m
ate
r
ial
is
ea
s
y
to
g
et,
an
d
c
h
ild
r
en
ca
n
co
m
m
u
n
icate
with
an
y
o
n
e
[
3
2
]
.
Ap
p
lied
b
eh
av
i
o
r
an
aly
s
is
(
AB
A)
,
ca
n
b
e
in
ter
p
r
eted
as
an
ap
p
lied
s
cien
ce
th
at
s
tu
d
ies
an
d
m
o
d
if
ies
th
e
au
tis
tic
p
er
s
o
n
.
I
n
ad
d
itio
n
,
it
ca
n
b
e
i
n
ter
p
r
eted
as
k
n
o
wled
g
e
th
at
u
s
es
b
eh
a
v
io
r
al
c
h
an
g
e
p
r
o
ce
d
u
r
es
to
h
elp
in
d
iv
id
u
als
b
u
ild
ca
p
a
b
ilit
ies
b
y
m
ea
s
u
r
in
g
th
e
v
alu
es
th
at
ex
is
t
in
s
o
ciety
[
3
3
,
3
4
]
.
T
h
is
m
eth
o
d
h
as
r
u
les
an
d
t
h
eo
r
ies
th
at
a
p
p
ly
,
b
u
t
d
o
es
n
o
t
m
a
k
e
it
d
i
f
f
icu
lt
t
o
ap
p
l
y
in
lear
n
in
g
au
tis
tic
ch
ild
r
en
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
AB
A
m
eth
o
d
is
ac
t
iv
e
two
-
way
co
m
m
u
n
icatio
n
,
s
o
cializa
tio
n
in
to
th
e
g
en
er
al
en
v
ir
o
n
m
e
n
t,
elim
in
atin
g
an
d
m
in
im
iz
in
g
u
n
n
atu
r
al
b
e
h
av
io
r
,
teac
h
i
n
g
ac
ad
em
ic
m
ater
ial,
a
n
d
s
elf
-
s
k
ills
[
3
5
]
.
So
m
e
m
eth
o
d
s
in
AB
A,
n
am
ely
F
ac
ilit
ated
C
o
m
m
u
n
icatio
n
s
h
o
ws
letter
s
to
ex
p
r
ess
th
em
s
elv
es,
an
d
th
e
s
ig
n
lan
g
u
ag
e
m
eth
o
d
th
at
u
s
es
th
e
m
o
v
em
en
ts
o
f
th
e
h
an
d
s
,
b
o
d
y
,
f
ac
e,
an
d
o
th
er
b
o
d
y
p
a
r
ts
to
co
m
m
u
n
icate
.
Fo
r
s
o
m
e
ch
ild
r
en
,
th
is
m
eth
o
d
b
ec
o
m
es
d
if
f
icu
lt
b
ec
a
u
s
e
th
ey
e
x
p
er
ien
ce
o
b
s
tacle
s
in
m
ak
in
g
th
e
r
ig
h
t
m
o
v
em
en
ts
.
On
e
o
f
t
h
e
ch
ar
ac
te
r
lear
n
in
g
ac
tiv
ities
is
to
s
tr
en
g
th
en
an
d
d
e
v
elo
p
au
tis
tic
ch
ild
r
en
'
s
co
m
m
u
n
icatio
n
b
y
estab
lis
h
i
n
g
g
o
o
d
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
[
3
6
]
.
Fu
r
th
er
m
o
r
e,
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
th
at
ca
n
b
e
d
o
n
e
b
y
au
tis
tic
ch
ild
r
e
n
ar
e
b
y
te
ac
h
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
f
r
ien
d
s
,
teac
h
er
s
,
an
d
Go
d
.
Fo
r
m
s
o
f
p
r
ay
er
an
d
m
o
tiv
atin
g
y
o
u
r
s
elf
a
r
e
e
x
am
p
les.
T
h
e
teac
h
er
p
r
o
v
id
es
ass
is
tan
ce
with
h
o
w
to
ca
r
r
y
o
u
t
th
e
Du
h
a
p
r
a
y
er
b
ef
o
r
e
th
e
s
tar
t
o
f
lear
n
in
g
.
No
t
ju
s
t
an
in
v
itatio
n
,
b
u
t
th
e
teac
h
er
p
ar
ticip
ates
in
co
n
d
u
ctin
g
th
e
Du
h
a
p
r
ay
e
r
a
n
d
s
o
m
e
o
th
er
s
g
u
id
e
th
eir
s
tu
d
en
ts
in
th
e
im
p
lem
e
n
tatio
n
o
f
th
e
D
u
h
a
p
r
ay
er
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
65
-
77
72
b
ec
au
s
e
as
is
well
k
n
o
wn
,
au
t
is
tic
ch
ild
r
en
m
u
s
t
alwa
y
s
b
e
g
iv
en
g
u
id
a
n
ce
an
d
d
ir
ec
tio
n
[
3
7
]
.
I
t
is
also
u
s
ed
to
in
s
till
ch
ar
ac
ter
ed
u
ca
tio
n
a
n
d
f
o
r
m
g
o
o
d
c
h
ar
ac
ter
f
o
r
s
tu
d
en
ts
.
On
e
o
f
th
e
teac
h
er
s
s
aid
th
at,
“Ev
en
th
o
u
g
h
n
o
o
n
e
o
r
d
ered
it,
th
e
ch
ild
r
en
to
o
k
th
e
in
itia
tive
to
g
o
to
th
e
mo
s
q
u
e
a
n
d
p
r
a
y
D
u
h
a
.
S
o
metime
s
,
w
e
a
ls
o
w
a
n
t
to
s
ee
h
o
w
s
en
s
itive
th
ey
,
s
o
w
e
d
elib
era
tely
d
o
n
't
g
ive
d
ir
ec
tio
n
.
Th
en
a
fter
th
ey
w
en
t
to
t
h
e
mo
s
q
u
e
,
w
e
w
ere
h
a
p
p
y
to
mea
n
th
ey
h
a
d
a
g
o
o
d
in
itia
tive
a
n
d
w
e
w
en
t
to
th
e
mo
s
q
u
e
in
p
a
r
t
to
g
u
id
e
t
h
e
p
r
a
ye
r
s
in
p
a
r
t
to
p
r
a
y
w
ith
th
e
ch
ild
r
en
.
Th
ey
a
ls
o
h
a
ve
ev
e
n
b
ee
n
a
b
le
to
b
ec
o
me
p
r
iest
s
.
”
An
o
th
er
teac
h
er
also
ad
d
ed
t
h
at,
“
E
ve
n
fo
r
p
r
a
ye
r
s
th
ey
s
till
n
ee
d
to
b
e
g
u
id
ed
,
fo
r
ex
a
mp
le
a
b
lu
tio
n
a
n
d
its
mo
ve
men
ts
,
a
s
w
ell
a
s
p
r
a
ye
r
a
n
d
its
mo
ve
men
t.
S
o
metime
s
th
e
y
ju
s
t
mo
ve
,
a
n
d
w
e
r
ea
d
th
eir
p
r
a
ye
r
s
,
b
u
t
it
b
ec
a
me
a
r
o
u
tin
e
th
a
t
th
ey
w
ere
a
ls
o
p
a
s
s
io
n
a
te
a
b
o
u
t.
A
fter
p
r
a
yin
g
w
e
Du
h
a
p
r
a
ye
r
,
th
en
w
e
p
r
a
y
fo
r
p
a
r
e
n
ts
to
o
.
”
B
ef
o
r
e
s
tar
tin
g
th
e
lear
n
in
g
p
r
o
ce
s
s
,
s
tu
d
en
ts
ar
e
ac
cu
s
to
m
ed
to
p
r
ay
.
Af
ter
p
r
a
y
in
g
,
s
tu
d
en
ts
th
en
r
ea
d
th
e
I
q
r
o
'
ac
co
r
d
in
g
to
th
e
ir
r
esp
ec
tiv
e
lev
els.
I
q
r
o
'
r
ea
d
in
g
m
u
s
t
s
till
b
e
g
u
id
ed
b
y
t
h
e
teac
h
er
,
u
s
u
ally
b
y
wr
itin
g
lar
g
e
Hijaiy
ah
letter
s
o
n
th
e
p
ap
er
,
if
th
ey
h
a
v
e
d
if
f
icu
lty
r
ea
d
in
g
it
o
r
b
y
wr
itin
g
th
e
latin
wr
itin
g
.
On
e
in
ter
esti
n
g
th
in
g
ab
o
u
t
th
is
s
ch
o
o
l
is
th
e
liter
ac
y
p
r
o
g
r
a
m
b
ef
o
r
e
lear
n
in
g
.
T
h
er
ef
o
r
e,
af
ter
r
ea
d
in
g
I
q
r
o
'
s
tu
d
en
ts
ar
e
r
eq
u
ir
ed
to
r
ea
d
b
o
o
k
s
with
an
y
th
em
e
an
d
f
o
r
th
o
s
e
wh
o
ca
n
n
o
t
r
ea
d
,
th
ey
o
n
ly
lis
ten
to
th
eir
f
r
ien
d
s
wh
o
r
ea
d
.
T
h
e
ap
p
licatio
n
o
f
s
elf
-
in
tr
o
s
p
ec
tio
n
as
a
f
o
r
m
o
f
s
elf
-
ev
alu
atio
n
is
also
ca
r
r
ied
o
u
t
in
th
e
p
r
o
ce
s
s
o
f
im
p
lem
en
tin
g
th
ese
lear
n
in
g
s
tag
es.
At
th
e
tim
e
o
f
o
b
s
er
v
atio
n
,
s
ev
er
al
e
v
e
n
ts
wer
e
f
o
u
n
d
,
f
o
r
ex
am
p
le
wh
en
th
er
e
was
o
n
e
s
tu
d
en
t
b
o
r
r
o
win
g
s
tatio
n
er
y
t
o
h
is
f
r
ien
d
an
d
th
en
r
etu
r
n
in
g
it
with
o
u
t
s
ay
in
g
th
an
k
y
o
u
,
th
e
teac
h
e
r
im
m
e
d
iately
g
av
e
ad
v
ice
r
elate
d
to
th
e
co
u
r
tesy
o
f
b
o
r
r
o
win
g
o
t
h
er
p
e
o
p
le'
s
th
in
g
s
s
im
p
ly
.
T
h
e
teac
h
er
ask
s
,
“D
id
y
o
u
b
o
r
r
o
w
y
o
u
r
f
r
ien
d
'
s
e
r
aser
?
Did
y
o
u
s
ay
th
an
k
y
o
u
y
et?
E
ar
lier
y
o
u
r
wr
itin
g
was
wr
o
n
g
,
a
f
ter
th
at
b
o
r
r
o
w
y
o
u
r
f
r
ie
n
d
'
s
er
aser
,
n
o
w
y
o
u
r
wr
itin
g
is
co
r
r
ec
t.
W
h
at
d
o
y
o
u
h
av
e
to
d
o
,
h
ey
?
T
h
e
r
esp
o
n
s
e
o
f
th
e
s
tu
d
en
ts
was
p
o
s
itiv
e,
h
e
lo
o
k
ed
d
o
wn
as
if
ev
alu
atin
g
h
im
s
e
lf
wh
eth
er
h
e
was
wr
o
n
g
o
r
n
o
t,
th
e
n
with
o
u
t
g
e
ttin
g
th
e
s
tu
d
en
t'
s
d
ir
ec
tio
n
to
h
is
f
r
ien
d
'
s
tab
le
an
d
s
ay
"
t
h
a
n
k
y
o
u
.
"
Alth
o
u
g
h
it
lo
o
k
s
s
im
p
le,
b
u
t
f
o
r
au
tis
tic
ch
ild
r
en
it
is
a
g
o
o
d
ac
h
iev
em
en
t
an
d
is
a
f
o
r
m
o
f
co
m
m
u
n
icatio
n
with
g
o
d
,
th
at
h
e
f
elt
h
e
h
a
d
d
o
n
e
th
e
wr
o
n
g
th
i
n
g
an
d
th
en
h
e
f
ix
e
d
it.
C
o
m
m
u
n
icatio
n
h
as
an
im
p
o
r
tan
t
in
f
lu
en
ce
in
lear
n
i
n
g
a
u
tis
tic
ch
ild
r
en
.
I
n
th
e
p
r
ev
io
u
s
p
er
io
d
t
h
e
g
r
o
u
p
lear
n
in
g
m
o
d
el
h
ad
b
ee
n
ap
p
lied
u
s
in
g
th
e
ex
p
la
n
ato
r
y
m
eth
o
d
wh
en
r
elig
i
o
u
s
ed
u
c
atio
n
s
u
b
jects
wer
e
in
a
r
o
o
m
with
o
n
e
teac
h
er
as
a
co
m
m
u
n
icato
r
.
Var
io
u
s
au
tis
tic
ch
ar
ac
ter
is
tic
s
in
o
n
e
p
lace
,
with
a
v
ar
iety
o
f
co
m
m
u
n
icatio
n
s
k
ills
as
well,
in
f
ac
t
u
n
ab
le
t
o
d
eliv
er
th
e
g
r
o
u
p
'
s
co
m
m
u
n
icatio
n
m
eth
o
d
s
to
r
u
n
s
m
o
o
th
ly
.
T
h
er
e
ar
e
s
tu
d
en
ts
wh
o
in
iti
ally
f
o
cu
s
,
th
en
g
et
b
o
r
ed
.
I
n
o
th
e
r
co
r
n
er
s
th
e
r
e
ar
e
al
s
o
th
o
s
e
wh
o
ar
e
p
r
eo
cc
u
p
ied
with
th
eir
o
wn
wo
r
ld
.
R
u
n
n
in
g
an
d
lau
g
h
in
g
wi
th
o
u
t
ca
r
in
g
ab
o
u
t
lear
n
i
n
g
.
T
h
at
is
th
e
p
ictu
r
e
o
f
th
e
g
r
o
u
p
co
m
m
u
n
icatio
n
m
e
th
o
d
in
th
e
I
s
lam
ic
r
elig
io
n
l
ea
r
n
in
g
th
at
was
o
n
ce
ap
p
lie
d
at
th
e
s
ch
o
o
l.
T
h
e
ex
p
er
ien
ce
was
co
n
v
ey
ed
b
y
a
teac
h
er
wh
o
s
p
ec
if
ically
t
ea
ch
es
r
elig
io
u
s
m
ater
ial.
B
u
t
b
ac
k
ag
ain
t
o
th
e
in
tellectu
al
ab
ilit
ies
o
f
ea
ch
s
tu
d
en
t,
s
o
m
etim
es
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
ar
e
n
o
t
s
u
p
er
io
r
to
in
tellectu
al
ab
ilit
ies
co
m
p
ar
ed
to
ju
n
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
.
I
n
f
a
ct,
th
er
e
ar
e
elem
en
tar
y
s
ch
o
o
l
s
tu
d
en
ts
wh
o
s
e
in
tellectu
al
ex
ce
ed
s
th
e
ju
n
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
B
ased
o
n
th
at,
it
was
co
n
cl
u
d
ed
th
at
s
u
ch
lear
n
i
n
g
(
ex
p
lan
ato
r
y
m
eth
o
d
)
was
less
ef
f
ec
tiv
e,
b
ec
au
s
e
th
eir
in
tellectu
al
in
tel
lig
en
ce
was
d
if
f
er
en
t,
s
o
th
at
th
er
e
wer
e
s
tu
d
en
ts
wh
o
u
n
d
er
s
to
o
d
wh
at
th
e
teac
h
er
ex
p
lain
ed
an
d
s
o
m
e
wer
e
ju
s
t
p
lay
in
g
a
r
o
u
n
d
.
Me
an
wh
ile,
th
e
r
elig
io
u
s
ac
tiv
ities
th
at
ar
e
r
ea
lly
ca
r
r
ied
o
u
t
to
g
eth
er
ar
e
o
n
ly
th
e
Du
h
a
an
d
Dzu
h
u
r
p
r
ay
er
s
in
co
n
g
r
e
g
atio
n
,
a
n
d
ev
e
n
th
en
we
s
till
h
av
e
to
g
u
id
e.
T
h
e
b
asic
m
ater
ial
in
lear
n
in
g
au
tis
tic
ch
ild
r
e
n
ar
e
r
ea
d
i
n
g
an
d
wr
itin
g
.
I
n
th
is
r
ea
d
in
g
p
r
o
ce
s
s
,
s
tu
d
en
ts
ar
e
g
iv
en
a
b
o
o
k
f
ac
ilit
y
co
n
tain
in
g
th
em
es
th
at
will
b
e
d
is
cu
s
s
ed
f
o
r
later
r
ea
d
in
g
.
Fo
r
s
tu
d
en
ts
wh
o
ar
e
n
o
t
f
lu
e
n
t
in
r
ea
d
i
n
g
,
th
e
teac
h
er
will
r
ea
d
it.
T
h
e
r
ea
d
in
g
ac
tiv
ity
is
th
en
co
n
tin
u
e
d
b
y
wr
itin
g
d
o
w
n
m
ater
ial
th
at
h
as
b
ee
n
r
ea
d
in
th
e
s
tu
d
e
n
t'
s
wr
itin
g
b
o
o
k
.
T
h
e
g
o
al
is
th
at
th
e
m
ater
ial
th
at
h
as
b
ee
n
r
ea
d
is
in
cr
ea
s
in
g
ly
em
b
e
d
d
ed
i
n
th
e
m
em
o
r
y
o
f
s
tu
d
e
n
ts
.
B
u
t
in
tr
u
th
,
th
is
p
r
o
ce
s
s
tak
es
a
lo
n
g
t
im
e.
Af
ter
f
in
is
h
in
g
wr
itin
g
wh
at
is
r
ea
d
,
at
th
is
s
tag
e
th
e
teac
h
er
'
s
r
o
le
b
eg
i
n
s
.
T
h
e
teac
h
er
e
x
p
lain
s
th
e
m
at
er
ial
th
at
h
as
b
ee
n
r
ea
d
an
d
wr
itten
b
y
s
tu
d
en
ts
.
T
h
e
ex
p
lan
atio
n
also
last
s
q
u
i
te
a
lo
n
g
tim
e,
b
e
ca
u
s
e
it
m
u
s
t
u
s
e
v
er
y
s
im
p
le
lan
g
u
ag
e
s
o
t
h
at
it is
u
n
d
er
s
to
o
d
b
y
s
tu
d
en
ts
.
Fu
r
th
er
m
o
r
e
,
to
d
eter
m
in
e
t
h
e
lev
el
o
f
s
tu
d
en
t
u
n
d
er
s
tan
d
in
g
o
f
th
e
m
ater
ial,
a
q
u
esti
o
n
-
a
n
d
-
an
s
wer
p
r
o
ce
s
s
was
ca
r
r
ied
o
u
t.
T
h
is
q
u
esti
o
n
an
d
an
s
wer
co
n
tain
m
ater
ial
th
at
h
as
b
ee
n
lear
n
ed
b
y
s
tu
d
en
ts
.
I
n
g
iv
in
g
q
u
esti
o
n
s
,
th
e
teac
h
er
m
u
s
t
u
s
e
q
u
esti
o
n
w
o
r
d
s
t
h
at
ar
e
s
im
p
le
a
n
d
n
o
t
co
n
v
o
lu
te
d
,
f
o
r
e
x
am
p
le
“He
y
tr
y
ask
in
g
m
o
m
,
wh
at
th
e
Hajj
is
?”
T
h
e
q
u
esti
o
n
m
u
s
t
also
b
e
ask
ed
with
an
ex
p
r
ess
io
n
wh
ich
m
ea
n
s
th
at
th
e
co
m
m
u
n
icato
r
is
ask
in
g
th
e
co
m
m
u
n
ica
n
t.
An
o
th
er
lear
n
i
n
g
p
r
o
ce
s
s
u
n
d
er
ta
k
en
to
s
tr
en
g
th
en
ch
ild
r
e
n
'
s
ab
ilit
ies
i
s
in
ten
s
iv
e
lear
n
in
g
an
d
r
ep
etitiv
e
lear
n
in
g
.
I
n
t
h
e
o
b
s
er
v
atio
n
s
m
ad
e,
b
ef
o
r
e
le
ar
n
in
g
with
a
n
ew
th
em
e,
th
e
teac
h
er
r
ep
ea
ts
th
e
lear
n
in
g
m
ater
ial
in
th
e
p
r
ev
i
o
u
s
lear
n
in
g
.
T
h
e
r
e
p
etitio
n
is
d
o
n
e
b
y
g
iv
in
g
q
u
esti
o
n
s
r
elate
d
to
p
ast
th
em
es,
if
th
e
s
tu
d
en
t
is
ab
le
to
an
s
wer
it
m
ea
n
s
th
ey
alr
ea
d
y
u
n
d
er
s
tan
d
s
an
d
s
till
r
em
em
b
er
s
th
e
p
ast
m
ater
ial.
Ho
wev
er
,
if
th
e
s
tu
d
en
t
p
ar
ticip
an
t
is
u
n
ab
le
to
an
s
wer
,
th
en
lear
n
in
g
with
a
n
ew
th
em
e
will
n
o
t
b
e
ca
r
r
ie
d
o
u
t,
b
u
t
will
b
e
r
e
p
lace
d
to
r
e
p
ea
t
th
e
m
ater
ial
at
th
e
last
m
ee
tin
g
.
T
h
e
s
u
cc
ess
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
er’s e
xp
erien
ce
s
in
ch
a
r
a
cter e
d
u
ca
tio
n
f
o
r
a
u
tis
tic
ch
ild
r
en
(
Ha
n
if C
a
h
yo
A
d
i Ki
s
to
r
o
)
73
o
f
in
ten
s
iv
e
lear
n
in
g
ca
n
b
e
s
ee
n
in
th
e
Du
h
a
p
r
ay
er
ac
tiv
it
ies,
wh
er
e
s
tu
d
en
ts
ar
e
ab
le
to
ca
r
r
y
o
u
t
th
e
Du
h
a
p
r
ay
er
at
t
h
e
u
s
u
al
tim
e
with
o
u
t r
ec
eiv
in
g
i
n
s
tr
u
ctio
n
.
Fig
u
r
e
2
.
Sp
ec
ial
f
l
o
w
o
f
in
cl
u
s
iv
e
lear
n
in
g
f
o
r
au
tis
tic
ch
ild
r
en
3
.
8
.
Su
pp
o
rt
ing
a
nd
i
nh
ib
it
ing
f
a
ct
o
rs in c
ha
ra
ct
er
lea
rning
o
f
a
utistic
child
re
n
T
h
e
m
ain
s
u
p
p
o
r
tin
g
f
ac
to
r
in
ch
ar
ac
ter
lear
n
i
n
g
in
a
u
tis
tic
ch
ild
r
en
ar
e
th
e
av
ai
lab
ilit
y
o
f
p
r
o
f
ess
io
n
al
teac
h
er
g
r
ad
u
ate
s
with
p
r
o
v
is
io
n
o
f
m
ater
ial
an
d
p
r
ac
tice
th
at
h
as
b
ee
n
c
er
tifie
d
,
in
teg
r
ated
cu
r
r
icu
lu
m
,
ad
eq
u
ate
in
f
r
astru
ctu
r
e
an
d
f
ac
ilit
ies b
o
th
in
th
e
f
o
r
m
o
f
class
r
o
o
m
co
m
f
o
r
t,
le
ar
n
in
g
atm
o
s
p
h
e
r
e,
lear
n
in
g
m
ed
ia
in
th
e
f
o
r
m
o
f
au
d
io
v
is
u
al.
A
s
im
ilar
o
p
in
io
n
was
co
n
v
ey
ed
b
y
a
s
en
io
r
te
ac
h
er
wh
o
s
tated
in
an
in
ter
v
iew
th
at,
“Id
e
a
lly
it
is
tr
u
e
th
a
t
to
tea
ch
in
i
n
clu
s
ive
s
ch
o
o
ls
,
it
mu
s
t
b
e
fr
o
m
g
r
a
d
u
a
tes
o
f
th
e
d
ep
a
r
tmen
t o
f e
xc
ep
tio
n
a
l e
d
u
ca
tio
n
.
Th
ey
a
lr
ea
d
y
h
a
ve
mi
n
ima
l ser
vice
s
ta
n
d
a
r
d
s
a
n
d
a
l
o
t o
f k
n
o
w
led
g
e
.
”
Me
an
wh
ile,
th
e
in
h
ib
itin
g
f
ac
to
r
in
th
e
lear
n
in
g
p
r
o
ce
s
s
in
au
tis
tic
ch
ild
r
en
ar
e
an
i
n
ter
n
al
f
ac
to
r
,
wh
er
e
th
e
lim
ited
ab
ilit
y
o
f
th
e
ch
ild
its
elf
.
Ma
n
y
ex
p
er
ts
h
av
e
ag
r
ee
d
th
at
an
au
tis
tic
ch
ild
h
as
an
ab
n
o
r
m
ality
in
th
e
b
r
ain
.
T
h
e
o
cc
u
r
r
en
ce
o
f
th
ese
d
is
o
r
d
er
s
ca
u
s
es
ch
ild
r
en
to
b
e
less
s
en
s
itiv
e
to
th
e
en
v
ir
o
n
m
en
t.
Acc
o
r
d
in
g
t
o
Sa
th
y
an
esan
,
et
a
l.
[
3
8
]
,
a
b
n
o
r
m
alities
in
th
e
b
r
ain
,
esp
ec
ially
th
e
ce
r
eb
ellu
m
will
im
p
ac
t
o
n
s
en
s
o
r
y
p
r
o
ce
s
s
es,
m
em
o
r
y
,
an
d
th
i
n
k
i
n
g
,
lear
n
in
g
,
an
d
atten
tio
n
p
r
o
ce
s
s
es.
I
t
was
s
tr
en
g
th
en
ed
f
r
o
m
th
e
r
esu
lts
o
f
t
h
e
teac
h
er
'
s
in
ter
v
iew
th
at,
“T
h
e
b
i
g
g
est
o
b
s
ta
cle
i
n
tea
c
h
in
g
is
fr
o
m
th
e
s
tu
d
e
n
ts
th
emselve
s
,
b
ec
a
u
s
e
th
ey
h
a
v
e
limita
tio
n
s
in
th
in
kin
g
,
r
em
emb
erin
g
,
a
n
d
in
c
o
n
s
is
ten
cy
,
th
e
s
a
me
g
o
es
to
s
tu
d
en
ts
to
o
.
I
n
co
n
s
is
ten
t
g
o
i
n
g
to
s
ch
o
o
l,
if
th
e
h
o
lid
a
ys
h
e
h
a
s
lea
r
n
ed
b
ec
o
me
fo
r
g
etfu
l..
.
”
.
T
h
e
m
ain
p
r
o
b
lem
f
o
r
au
tis
tic
ch
ild
r
en
i
s
a
lack
o
f
f
o
c
u
s
.
T
h
e
teac
h
er
m
u
s
t
h
av
e
a
s
tr
ateg
y
to
b
e
ab
le
to
m
ak
e
au
tis
tic
ch
ild
r
en
f
o
c
u
s
in
lear
n
in
g
.
E
ac
h
teac
h
er
h
as
a
u
n
iq
u
e
way
s
o
th
at
th
eir
s
tu
d
en
ts
ca
n
f
o
cu
s
o
n
lear
n
i
n
g
.
Un
iq
u
ely
,
if
th
e
s
tr
ateg
y
u
s
ed
b
y
o
n
e
teac
h
e
r
is
a
p
p
lied
to
o
th
er
s
tu
d
e
n
t
s
,
it
will
n
o
t
h
av
e
an
y
ef
f
ec
t.
Vice
v
er
s
a,
s
o
it
ca
n
b
e
co
n
cl
u
d
ed
th
at
th
e
s
tu
d
en
t
will
o
b
e
y
th
e
co
m
m
a
n
d
if
h
e
al
r
ea
d
y
k
n
o
ws
wh
o
th
e
in
ter
lo
cu
to
r
is
an
d
m
atch
es
th
e
s
tr
ateg
y
u
s
ed
.
On
e
teac
h
er
e
x
p
lain
ed
th
at,
“
I
n
clu
s
ive
ch
ild
r
en
a
r
e
like
h
a
vin
g
th
eir
o
w
n
w
o
r
ld
,
s
o
th
e
fo
cu
s
is
la
ck
in
g
a
n
d
mu
s
t
a
lw
a
ys
b
e
co
n
s
ta
n
tly
r
emin
d
ed
to
fo
cu
s
.
Usu
a
lly
b
y
b
ein
g
ca
lled
a
n
d
in
vited
to
c
o
mmu
n
i
ca
te
.
”
Facto
r
s
th
at
in
h
ib
it
f
u
r
th
e
r
lea
r
n
in
g
ex
ter
n
ally
is
th
e
lac
k
o
f
s
ch
o
o
l
f
ac
ilit
ies
in
lear
n
i
n
g
.
T
h
is
is
d
u
e
to
b
ein
g
a
p
r
i
v
at
e
s
ch
o
o
l
th
at
f
u
n
d
s
s
ch
o
o
l
o
p
er
atio
n
al
c
o
s
ts
f
o
r
its
elf
,
wh
ich
r
eq
u
i
r
es
a
s
i
g
n
if
ican
t
am
o
u
n
t
o
f
f
u
n
d
s
.
I
n
ad
d
itio
n
to
teac
h
er
s
wh
o
m
u
s
t
p
r
ep
ar
e
lear
n
in
g
m
ed
ia,
s
ch
o
o
ls
s
h
o
u
ld
also
p
ar
ti
cip
ate
in
p
r
o
v
i
d
in
g
ad
eq
u
ate
lear
n
in
g
f
ac
ilit
ies,
s
o
th
at
m
ain
o
b
jectiv
e
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
ca
n
b
e
r
ea
lized
in
s
tag
es.
T
h
is
wa
s
ju
s
tifie
d
b
y
th
e
teac
h
er
th
at,
“
To
ma
ke
it
ea
s
ier
th
ere
s
h
o
u
l
d
b
e
a
med
iu
m
(
a
u
d
io
visu
a
l)
,
b
u
t
s
o
metime
s
th
ere
a
r
e
a
ls
o
ch
ild
r
en
w
h
o
d
o
n
't
w
a
n
t
a
u
d
io
b
ec
a
u
s
e
it
is
n
o
is
y,
visu
a
ls
a
ls
o
d
o
n
't
w
a
n
t
to
.
Th
e
la
ck
o
f
med
ia
w
ill
a
ls
o
a
ffect
th
e
lea
r
n
in
g
,
a
ls
o
th
e
p
r
o
fess
io
n
a
lis
m
o
f
a
tea
ch
er
if
tea
ch
in
g
in
a
s
p
ec
ia
l
s
ch
o
o
l,
mea
n
s
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
65
-
77
74
tea
ch
er
mu
s
t
kn
o
w
h
o
w
to
a
n
ticip
a
te
if
th
ere
a
r
e
u
n
d
esir
a
b
le
th
in
g
s
,
a
n
d
th
e
tea
ch
er
mu
s
t
kn
o
w
h
o
w
to
p
r
o
vid
e
tea
ch
in
g
fo
r
a
u
tis
tic
ch
ild
r
en
.
”
T
h
e
d
ef
icie
n
cies
in
th
is
f
ac
ilit
y
ar
e
h
an
d
led
b
y
t
h
e
teac
h
er
b
y
u
s
in
g
d
ir
ec
t
p
r
ac
tice
in
c
h
ar
ac
ter
e
d
u
ca
tio
n
lear
n
in
g
m
ater
ials
.
As
a
r
esu
lt,
th
e
lear
n
in
g
p
r
o
ce
s
s
r
eq
u
ir
es
h
ig
h
cr
ea
tiv
ity
f
r
o
m
th
e
teac
h
er
.
4.
DIS
CU
SS
I
O
N
C
h
ar
ac
ter
ed
u
ca
ti
o
n
is
a
co
m
p
u
ls
o
r
y
m
ater
ial
in
I
n
d
o
n
esian
ed
u
ca
tio
n
.
C
h
ar
ac
ter
e
d
u
ca
tio
n
ca
n
tak
e
th
e
f
o
r
m
o
f
m
ater
ial
ab
o
u
t
r
elig
io
u
s
ed
u
ca
tio
n
,
n
atio
n
ality
,
an
d
o
t
h
er
s
.
Acc
o
r
d
in
g
t
o
Sim
p
s
o
n
,
ch
a
r
ac
ter
is
a
s
et
o
f
o
n
e'
s
in
ter
n
al
co
m
m
itm
en
ts
.
W
h
er
e
s
o
m
eo
n
e
h
as
t
h
e
n
atu
r
e
an
d
attitu
d
e
ca
r
r
ie
d
o
u
t
in
ten
s
ely
[
3
7
]
.
Fo
r
m
s
o
f
ch
ar
ac
ter
ed
u
ca
tio
n
teac
h
in
g
f
o
r
au
tis
tic
ch
ild
r
en
i
n
in
clu
s
iv
e
s
ch
o
o
ls
in
I
n
d
o
n
es
ia
ar
e
g
r
o
u
p
e
d
in
to
3
f
o
r
m
s
,
n
am
ely
e
x
p
lan
ato
r
y
,
p
r
ac
tices,
an
d
m
e
n
to
r
in
g
.
I
n
p
r
ac
tice
teac
h
er
co
m
p
eten
ce
h
a
s
a
lo
t
o
f
in
f
lu
e
n
ce
in
th
e
s
u
cc
ess
o
f
lear
n
in
g
ch
a
r
ac
ter
ed
u
ca
tio
n
f
o
r
au
tis
tic
ch
ild
r
en
.
T
h
e
a
b
ilit
y
o
f
teac
h
er
s
to
d
esig
n
lear
n
in
g
m
ater
ials
,
g
o
o
d
two
-
way
c
o
m
m
u
n
icatio
n
a
n
d
i
n
ten
s
iv
e
m
e
n
to
r
in
g
m
ak
es
lear
n
i
n
g
o
u
tco
m
es
m
o
r
e
lev
e
r
ag
e.
Alth
o
u
g
h
th
e
e
x
p
lan
ato
r
y
m
e
th
o
d
is
a
co
n
v
en
tio
n
al
m
eth
o
d
th
at
is
ce
n
ter
ed
o
n
wh
at
is
co
n
v
ey
e
d
b
y
th
e
teac
h
er
,
b
u
t
in
th
is
m
et
h
o
d
ca
n
lead
s
tu
d
e
n
ts
to
lear
n
to
co
n
ce
n
tr
ate.
T
h
is
is
im
p
o
r
tan
t
f
o
r
au
tis
tic
ch
ild
r
en
.
I
n
ten
s
ity
an
d
in
cr
ea
s
ed
co
m
m
u
n
icatio
n
will
b
e
ab
le
to
s
tim
u
late
th
e
ab
ilit
y
o
f
a
u
tis
tic
ch
ild
r
en
[
3
9
]
.
On
e
o
f
th
e
b
ig
g
est
o
b
s
tacle
s
o
f
m
o
d
e
r
n
s
o
ciety
is
th
e
em
e
r
g
en
ce
o
f
ch
ar
ac
ter
s
th
at
a
r
e
n
o
t
in
ac
co
r
d
an
ce
with
th
e
n
o
r
m
s
o
f
s
u
r
r
o
u
n
d
in
g
co
m
m
u
n
ities
s
u
ch
as
o
b
ed
ien
ce
an
d
law
ab
id
in
g
,
i
n
ter
ac
tin
g
in
h
ar
m
o
n
y
with
th
ei
r
en
v
ir
o
n
m
en
t [
4
0
,
4
1
]
.
C
o
m
m
u
n
icatio
n
as
an
im
p
o
r
ta
n
t
elem
en
t
in
s
o
cial
co
m
p
ete
n
ce
tu
r
n
ed
o
u
t
to
h
a
v
e
th
e
m
o
s
t
in
f
lu
en
ce
in
th
e
lear
n
in
g
p
r
o
ce
s
s
o
f
c
h
ar
ac
ter
ed
u
ca
tio
n
f
o
r
au
tis
tic
ch
ild
r
en
.
C
o
m
m
u
n
icatio
n
is
th
e
p
r
o
ce
s
s
o
f
d
eliv
er
in
g
a
n
d
r
ec
ei
v
in
g
in
f
o
r
m
atio
n
,
as
well
as
a
m
ea
n
s
o
f
s
o
cializin
g
.
Dela
y
s
in
th
e
d
ev
elo
p
m
en
t
o
f
co
m
m
u
n
icatio
n
an
d
lan
g
u
a
g
e
ca
n
ca
u
s
e
is
o
latio
n
,
f
r
u
s
tr
atio
n
,
an
d
d
ec
r
ea
s
ed
q
u
ality
o
f
life
[
4
2
]
.
T
h
e
d
ev
elo
p
m
e
n
t
o
f
c
o
m
m
u
n
icatio
n
an
d
lan
g
u
a
g
e
is
ev
en
m
o
r
e
lik
ely
to
b
e
d
elay
e
d
f
o
r
au
tis
tic
ch
ild
r
en
.
C
o
m
m
u
n
icatio
n
is
a
p
r
o
ce
s
s
o
f
s
tatem
en
t
b
etwe
en
h
u
m
an
s
,
n
am
ely
th
e
p
r
o
ce
s
s
o
f
d
eliv
er
in
g
a
m
ess
ag
e
b
y
th
e
co
m
m
u
n
icato
r
to
t
h
e
co
m
m
u
n
ican
t.
I
d
ea
l
co
m
m
u
n
ic
atio
n
d
escr
ib
es
th
e
r
o
le
as
p
r
o
b
lem
s
o
lv
er
[
4
3
]
.
C
o
m
m
u
n
icatio
n
is
th
e
p
r
o
ce
s
s
b
y
wh
ich
in
d
i
v
id
u
als
u
s
e
s
y
m
b
o
l
s
in
th
e
f
o
r
m
o
f
wr
itten
co
m
m
u
n
icatio
n
an
d
o
r
al
co
m
m
u
n
icatio
n
t
h
at
ar
e
clo
s
ely
r
elate
d
to
ess
en
tial
life
s
k
ills
an
d
d
esire
d
ed
u
ca
tio
n
al
o
u
t
co
m
es
[
4
4
]
.
T
h
u
s
,
co
m
m
u
n
icatio
n
ca
n
b
e
b
r
o
ad
ly
d
ef
in
ed
as
s
h
ar
in
g
ex
p
er
ien
ce
s
to
s
o
m
e
ex
ten
t.
E
v
e
r
y
cr
ea
tu
r
e
ca
n
b
e
s
aid
to
co
m
m
u
n
icate
in
th
e
s
en
s
e
o
f
s
h
ar
in
g
e
x
p
er
ie
n
ce
s
,
b
u
t
s
p
ec
if
ically
,
th
e
co
m
m
u
n
ic
atio
n
in
q
u
esti
o
n
is
h
u
m
an
c
o
m
m
u
n
icatio
n
.
I
n
ac
c
o
r
d
an
ce
with
lea
r
n
in
g
t
h
at
b
eg
i
n
s
with
th
e
p
r
ep
ar
atio
n
o
f
th
e
m
ater
ial,
th
e
im
p
lem
en
tatio
n
o
f
lear
n
in
g
th
at
u
s
es
ce
r
tain
m
e
th
o
d
s
,
th
en
lear
n
in
g
in
g
en
er
al
ca
n
b
e
in
ter
p
r
eted
as
a
lea
r
n
in
g
a
n
d
teac
h
in
g
p
r
o
ce
s
s
in
wh
ich
th
er
e
is
a
p
r
o
ce
s
s
o
f
tr
an
s
f
er
an
d
e
x
ch
an
g
e
o
f
k
n
o
wled
g
e.
B
ec
au
s
e
in
th
e
p
r
o
ce
s
s
,
n
o
t
o
n
ly
teac
h
er
s
ar
e
th
e
s
o
u
r
ce
o
f
k
n
o
wled
g
e,
b
u
t
s
tu
d
en
ts
ca
n
also
b
e
u
s
ed
as
i
n
f
o
r
m
atio
n
p
r
o
v
id
er
s
.
T
h
ey
p
lan
an
d
im
p
lem
en
t
all
o
f
t
h
eir
less
o
n
s
to
g
eth
er
an
d
s
o
lv
e
p
r
o
b
lem
s
in
class
[
4
5
]
.
I
n
th
e
lear
n
in
g
p
r
o
ce
s
s
,
a
teac
h
er
m
u
s
t
u
n
d
e
r
s
tan
d
h
is
p
o
s
itio
n
,
u
n
d
er
s
tan
d
also
liv
e
th
e
n
atu
r
e
o
f
lear
n
in
g
an
d
im
p
lem
en
t
i
t
wh
en
t
h
e
lear
n
in
g
p
r
o
ce
s
s
tak
es
p
lace
.
I
n
ad
d
iti
o
n
,
th
e
teac
h
er
m
u
s
t
also
b
e
g
o
o
d
at
cr
ea
tin
g
a
class
atm
o
s
p
h
er
e
i
n
to
a
n
ac
tiv
e
an
d
ed
u
ca
tiv
e
class
.
T
h
is
is
ce
r
tain
ly
v
er
y
clo
s
ely
r
elate
d
to
th
e
ab
ilit
y
an
d
co
m
m
u
n
icatio
n
m
o
d
el
ap
p
lied
b
y
th
e
teac
h
er
.
T
h
er
e
ar
e
two
f
ac
to
r
s
th
at
in
f
lu
en
ce
co
m
m
u
n
icatio
n
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
n
am
ely
in
ter
n
al
f
ac
to
r
s
an
d
ex
ter
n
al
f
ac
to
r
s
in
th
is
ca
s
e
ar
e
th
e
s
en
d
er
an
d
r
ec
eiv
er
[
4
6
]
.
I
n
te
r
n
al
f
ac
to
r
s
co
m
e
f
r
o
m
with
in
th
e
ch
ild
,
s
u
ch
as
h
ea
lth
,
s
ec
u
r
ity
,
ab
ilit
y
,
an
d
in
ter
ests
,
wh
ile
ex
ter
n
al
f
ac
to
r
s
ar
e
f
ac
to
r
s
th
at
c
o
m
e
f
r
o
m
o
u
ts
id
e
t
h
e
ch
ild
,
s
u
ch
as
th
e
clea
n
lin
ess
o
f
th
e
p
lace
an
d
th
e
en
v
ir
o
n
m
en
t.
B
ef
o
r
e
im
p
lem
en
tin
g
l
ea
r
n
in
g
th
er
e
is
o
n
e
s
tep
th
at
n
ee
d
s
to
b
e
d
o
n
e,
n
am
ely
lear
n
in
g
p
lan
n
i
n
g
.
L
ea
r
n
in
g
p
lan
n
in
g
b
eg
in
s
b
y
s
cr
ee
n
in
g
o
u
t
teac
h
er
s
wh
o
h
av
e
th
e
p
o
te
n
tial
to
b
ec
o
m
e
ex
ce
p
tio
n
al
s
ch
o
o
l
teac
h
er
s
[
4
7
]
.
T
ea
ch
er
s
in
p
r
o
v
id
in
g
ef
f
ec
tiv
e
teac
h
in
g
,
o
f
c
o
u
r
s
e
m
u
s
t
h
av
e
th
e
co
m
p
eten
ce
in
teac
h
in
g
,
as
well
a
s
s
p
ec
ial
ed
u
ca
tio
n
m
u
s
t
r
eq
u
ir
e
p
r
o
f
ess
io
n
al.
I
n
ac
co
r
d
an
ce
with
th
e
s
p
ec
ial
d
ev
elo
p
m
en
t
p
r
o
g
r
am
o
f
th
e
d
i
r
ec
to
r
ate
o
f
s
p
ec
ial
ed
u
ca
tio
n
an
d
s
p
ec
ial
s
er
v
ices
I
n
d
o
n
esia
s
tated
th
at
o
n
e
o
f
t
h
e
r
eq
u
ir
e
m
en
ts
in
teac
h
in
g
a
u
tis
tic
ch
ild
r
en
is
to
f
in
d
teac
h
er
s
wh
o
g
r
a
d
u
ated
f
r
o
m
e
x
ce
p
tio
n
al
ed
u
ca
tio
n
d
ep
ar
tm
en
ts
o
r
in
clu
s
io
n
,
s
o
th
at
wh
en
teac
h
in
g
m
ee
ts
m
in
im
u
m
s
er
v
ice
s
tan
d
ar
d
s
[
4
8
]
.
Ho
wev
er
,
th
is
c
o
n
d
itio
n
h
as
s
ev
er
al
o
b
s
tacle
s
in
th
e
f
ield
,
wh
er
e
th
er
e
ar
e
n
o
t
m
an
y
tea
ch
er
s
with
s
u
ch
q
u
alif
icatio
n
s
.
T
h
e
o
p
ti
m
izatio
n
o
f
teac
h
er
s
in
s
ch
o
o
l
s
is
d
o
n
e
b
y
c
o
n
d
u
ctin
g
wo
r
k
s
h
o
p
s
an
d
tr
ain
i
n
g
s
,
s
o
th
at
th
eir
ab
ilit
y
to
ed
u
ca
t
e
au
tis
tic
ch
ild
r
en
ar
e
n
o
d
o
u
b
t
b
ased
o
n
ex
is
tin
g
e
x
p
er
ien
ce
.
Nex
t
p
lan
n
in
g
,
teac
h
er
s
wh
o
ar
e
r
ea
d
y
to
g
iv
e
less
o
n
s
in
au
ti
s
tic
s
ch
o
o
ls
,
m
o
d
if
y
th
e
ex
is
tin
g
cu
r
r
ic
u
lu
m
s
o
th
at
it
i
s
s
u
itab
l
e
an
d
ap
p
r
o
p
r
iate
f
o
r
a
u
tis
tic
s
t
u
d
en
ts
.
Plan
n
in
g
in
th
is
s
tag
e
also
h
as
a
b
ig
in
f
lu
e
n
ce
o
n
w
h
at
m
eth
o
d
s
will
b
e
u
s
ed
d
u
r
in
g
th
e
lear
n
i
n
g
p
r
o
ce
s
s
[
4
9
]
.
As
ex
p
lain
ed
ea
r
lier
,
ed
u
ca
tio
n
is
ce
n
ter
ed
o
n
th
e
co
m
p
eten
cies,
k
n
o
wled
g
e,
an
d
s
k
ills
th
at
a
s
tu
d
en
t
is
ex
p
ec
ted
to
h
av
e
a
f
ter
co
m
p
letin
g
a
p
r
o
g
r
am
.
S
tu
d
en
t
ass
ess
m
en
t
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