Structuring a Conducive Learning Environment in the Implementation of Tutoring for Children with Autism

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by impairments in communication, social interaction, and restricted or repetitive patterns of behavior. The global prevalence of ASD continues to rise, with the World Health Organization estimating that 1 in 100 children worldwide is diagnosed with ASD, while in Indonesia approximately 2.4 million children are affected. This condition necessitates specially designed tutoring services supported by truly conducive learning environments. Children with ASD experience differences in sensory processing that directly impact their ability to access instructional content, making the arrangement of physical learning environments including lighting, noise levels, spatial layout, and visual supports an indispensable aspect of their educational provision. This study aims to provide an in-depth description of the conducive learning environment arrangement in tutoring sessions for children with autism at SLB Yayasan Putra Pancasila, Malang City, covering: (1) the physical arrangement of the learning space, (2) the learning atmosphere and patterns of instructional interaction between teachers and children with autism, and (3) the forms of environmental support provided by both teachers and parents. This study employed a descriptive qualitative approach aimed at understanding and explaining the phenomenon in depth based on real-world conditions. Data were collected through direct observation, in-depth interviews, and documentation. Research subjects were selected using purposive sampling, comprising children with ASD enrolled in tutoring sessions, supervising teachers or therapists, and parents who support their children's learning at home. Data analysis followed the interactive model developed by Miles and Huberman, encompassing data reduction, data display, and conclusion drawing. Data trustworthiness was ensured through source triangulation and technique triangulation. The findings reveal that the tutoring room features a discernible separation between the learning area and a calming corner for self-regulation, although limited physical space constrains ideal zone delineation. Lighting relies primarily on natural daylight through windows with adequate brightness, yet becomes inconsistent on overcast days. In terms of acoustics, no dedicated sound-dampening materials are present, resulting in considerable external noise penetrating the room; several students were observed covering their ears in response to auditory hypersensitivity. Classroom walls are covered with students' artwork, which risks creating an overly cluttered visual environment for children with ASD. Seating arrangements place teachers and students face-to-face at close proximity to sustain children's attention. Instructional sessions follow a clear routine: each session opens with a greeting, proceeds to the main activity, and concludes with a closing greeting. Instructions are delivered concisely and simply, combining verbal and non-verbal communication, accompanied by immediate verbal praise as positive reinforcement. The calming corner proved effective as a regulatory response when children experienced overstimulation. Teacher–parent collaboration was found to be irregular, occurring primarily during report-card distribution and occasionally via WhatsApp messaging, resulting in suboptimal consistency between school and home learning environments. The school also lacked collaboration with occupational or speech therapists, while an insufficient teacher-to-student ratio placed additional strain on individualized support for children with ASD.