DEVELOPING COMMUNICATION SKILLS FOR 5-6-YEAR-OLD CHILDREN WITH AUTISM SPECTRUM DISORDER THROUGH PROJECT-BASED LEARNING: A CASE STUDY

Project-based learning is suggested for independent and collaborative learning that could positively impact students’ learning. This study aimed to identify the role of project-based language learning in developing life skills of students through studying a case of a language class that included 80 students in two grade 6 classes in a private school. The study attempted to answer the following question: What is the role of project-based learning in developing students’ life skills in an Arabic language class? To answer this question, we adopted a theoretical framework that included the following categories of life skills: personal and collaborative skills, self-orientation skills, and collective responsibility. The following three data collecting tools were used during the study: observation, semi-structured interviews, and the teacher and students’ documents. Data collection lasted for two months from late September 2019 to December 2019. Data analysis followed the thematic analyses framework, by categorizing data into themes. The research results indicated that project-based learning helps to improve language students’ personal and cooperative skills through developing their communication skills between themselves or with their teacher. In addition, project-based learning developed language students’ mutual respect, their confidence, and their self-regulation of learning the Arabic language.

Autistic children have the right to education. Education helps them develop their communication skills. Using a project-based learning model can improve communication skills. Currently, there is a lot of research discussing the use of project-based learning for children with special needs. Therefore, this study aims to analyze the use of project-based learning with augmented reality on the communication skills of autistic children. The method used is a systematic literature review and theoretical bibliometric analysis of research on communication skills of children with autism sourced from Scopus from 2013 to 2022. The research stages are determining i) research questions; ii) inclusion criteria; iii) quality assessment; iv) data collection; and v) bibliometric analysis. The results of this research note that research on the communication skills of autistic children is still a research trend that is of great interest to researchers with an increase in research occurring from 2015 to 2022. Countries in the Americas and Asia contributed the most to research on this research theme. There is a relationship between project requirements (P), communication skills (CS), and autism spectrum disorder (ASD). This relationship is indicated by the strength of the P→CS link of 2 and the strength of the CS→ASD link of 4. This review shows that the characteristics of project-based learning can help train the level of communication skills of autistic children and will be better if assisted by the use of AR

The study aims to evaluate the effectiveness of project-based Arabic learning in improving students' critical thinking skills. The research used a qualitative approach with the design of a case study involving 30 madrasah aliyah students. Data is collected through in-depth interviews, participatory observations, and analysis of project documents. Research results show that project-based learning encourages student active involvement, improves learning motivation, and develops critical thinking skills. Students showed improvements in analytical, problem-solving, and communication skills. In addition, this approach also develops social skills such as cooperation and intercultural competence. This finding supports a constructivist theory that emphasizes the importance of active and contextual learning. Research recommendations include training for teachers in project-based learning methods and development of more varied projects to enrich student learning experiences. Overall, project-based Arabic learning has proven to provide broad benefits in the context of education in the era of globalization.

Indonesian has an important role in developing children's communication skills at the early childhood education stage. This article discusses how the use of Indonesian can influence the development of children's communication skills at an early age, as well as effective methods for developing these skills. This research aims to explore the role of Indonesian in developing children's communication skills in Early Childhood Education (PAUD). This research uses qualitative methods by means of observation and interviews. Indonesian is not only a means of communication, but also a means of developing PAUD children's thinking, self-expression and social interaction skills. This article provides a deeper understanding of the role of Indonesian in developing children's communication skills at this stage of education. Apart from that, language development strategies in early childhood and effective communication models for developing creative thinking abilities are also discussed in this journal. Storytelling and role-play learning methods can also be used to develop children's language skills at an early age. It is important to pay attention to the role of Indonesian in early childhood education to improve their communication skills. By paying attention to the role of language, it can be easier to develop an effective and holistic learning approach in developing children's communication skills from an early age. The results of the research are that providing an understanding of Indonesian can play a role in developing communication skills in early childhood.

Shy children tend to have verbal communication problems and low self-esteem. However, the confidence and communication skills of these children could not be developed solely through classroom instructions. Ironically, the co-curricular program provides a good medium for communication activities that can improve their confidence and communication skills. Therefore, this study examined children’s communication skills and communication activities during the co-curricular program at their school. The areas of study were the children’s level of shyness, the implementation and the effectiveness of communication activities in the co-curricular program. The quantitative study adopted a non-experimental descriptive research design. The respondents were 357 Grade Six students from elementary schools in Segamat, Johor which was selected from a random sampling. Results showed that most children were having a medium level of shyness and the communication activities were moderately implemented in the co-curricular program at their schools. Almost all respondents viewed communication activities in the co-curricular program as very effective to reduce shyness, enhance their self-esteem and communication skills. Hence, communication skills of shy children can be enhanced through appropriate communication activities conducted during the co-curricular program. Children should be encouraged and trained to speak in public by participating in the debate, public speaking and theatre activities during the co-curricular to reduce their shyness.

This article provides an in-depth examination of the development of nonverbal communication in children aged 3 to 5 years with autism spectrum disorder (ASD). The study emphasizes the critical role of pointing gestures and eye contact as foundational elements in the establishment of social communication skills. These nonverbal components significantly influence emotional expression, joint attention, and cognitive development. The urgency of this topic is highlighted by the increasing number of children with ASD in Kazakhstan and the lack of adequate, evidence-based intervention programs for early childhood. A special focus is placed on the Applied Behavior Analysis (ABA) method, which has been shown to be highly effective in fostering nonverbal communication skills in children with ASD. The article outlines the importance of early intervention and the need for individualized, ABA-based programs to enhance the integration of children with ASD into educational and social settings. The findings of this research offer valuable insights for specialists in special education and inclusive pedagogy, providing practical guidance for improving the communication abilities of children with ASD.

This article presents a comprehensive examination of the methodological foundations of teaching adaptive physical education as a critical component of professional training for future specialists in physical education and sports. It highlights the theoretical basis of the discipline, its role within educational and professional programs, and its functional and axiological significance in shaping both professional and general cultural competencies of students. The interdisciplinary nature of adaptive physical education is emphasized, integrating knowledge from physical rehabilitation, pedagogy, medicine, psychology, and social work. The discipline also carries a humanistic mission by promoting the social inclusion of individuals with special needs through structured physical activity. The article analyzes the current state of methodological support for the discipline, identifying its key structural components, including curricula, methodological recommendations, electronic learning resources, and practical manuals. The relevance of incorporating innovative educational technologies – such as project-based learning, case studies, situational modeling, digital platforms, and virtual simulators – is substantiated. These tools enhance critical thinking, communicative flexibility, emotional intelligence, and preparedness for work in inclusive educational settings. Special attention is given to interactive learning methods, which foster sustainable professional motivation, improve decision-making abilities, and support the personalization of the educational process. The article also outlines promising directions for enhancing the methodological framework of adaptive physical education in response to contemporary challenges in higher education, digital transformation, increased social mobility, and the internationalization of pedagogical practices. The theoretical positions presented may serve as a foundation for further empirical research and practical implementation within faculties of physical education. Key words: adaptive physical education, methodological support, professional training, inclusive education, competency-based approach, innovative technologies, interactive learning, project-based activity, professional competencies.

This study aims to identify the main gaps in project-based entrepreneurship learning by analyzing students' needs, thereby formulating more effective strategies for implementing this method. The analysis seeks to identify aspects that need improvement in the design and implementation of projects, as well as provide data-driven recommendations for developing a more relevant curriculum. The researchers employed a descriptive quantitative approach to identify the gaps in project-based entrepreneurship learning based on students' perceptions. A needs analysis was conducted through surveys using questionnaires, while a literature review was used to strengthen the findings and compare them with previous studies. The research population consisted of students from the Faculty of Economics and Business, Jenderal Soedirman University, who had participated in project-based entrepreneurship learning. Data processing techniques involved calculating averages, standard deviations, and percentages to evaluate how students perceive the effectiveness of Project-Based Learning (PjBL). The results indicate that project-based learning in entrepreneurship effectively enhances students' critical thinking skills, creativity, and interest in entrepreneurship, although challenges remain in student engagement and alignment with industry needs. Strengthening the implementation of PjBL requires collaboration with industry, integration of innovative teaching methods, and policy support to optimize learning outcomes in entrepreneurship.

This research investigated the impact of the Meta Virtual Project-based Networked Learning (Meta VPNL) model on student performance within a virtual learning environment (VLE) in the subject of The Development of Audio/Radio Media at the State University of Surabaya. The study aimed to address the problem of low student engagement and practical skills development in traditional VLEs. By integrating meta-learning, project-based learning (PjBL), and networked learning, the Meta VPNL model sought to enhance student engagement, collaboration, practical skills, and self-regulation. Qualitative data were collected through reflective journals, focus groups, and observations. The findings indicated that the Meta VPNL model significantly increased student engagement and motivation due to its hands-on, real-world projects. Students developed better collaboration and communication skills, with many reporting improved teamwork and problem-solving abilities. Practical skills related to the subject also showed marked improvement, demonstrating the model's effectiveness in bridging the gap between theoretical knowledge and practical application. Furthermore, students exhibited increased self-regulation and meta-learning skills, becoming more autonomous learners. Despite these positive outcomes, challenges in time management and balancing coursework were noted, highlighting the need for additional support. The study suggests practical actions for educators, institutions, and students to enhance the learning experience. Integrating artificial intelligence (AI) into the Meta VPNL model could offer personalized learning experiences and facilitate effective collaboration, presenting an exciting opportunity for future improvement. The Meta VPNL model proved a practical approach for enhancing student performance in VLEs.

This study was conducted to examine the effect of parent-teacher communication on children's communication skills in preschool period from the perspective of parents. The research was conducted using the relational screening model, one of the screening models. The study group of the research consists of 297 parents of 60-72-month-old children residing in Nilüfer, Osmangazi and Yıldırım districts of Bursa and receiving preschool education in the 2023/2024 academic year. The data obtained as a result of the research were transferred to the computer environment and analyzed with SPSS (Statistical Package for Social Sciences) 29.0 package program. As a result of the Box plot box plot, which was examined for the detection of extreme data, it was determined that the data of 3 participants were extreme data and these people were excluded from the analysis and the study continued with 297 people. While analyzing the data, "Independent Sample T Test" was used for two independent group comparisons and "One-Way ANOVA" Test was used in case of more than two independent groups. In line with the findings obtained, it was observed that as teacher and family communication increased, children's communication skills increased in all age groups. Variables such as gender, duration of preschool education, and father's education level did not create a differentiation on children's communication skills, while mother's education level was found to create a differentiation on children's communication skills.

This study evaluates the effectiveness of Project-Based Learning (PBL) techniques applied by lecturers in higher education based on a literature study. The research method in this study uses the literature method. The study results show that PBL is able to improve the quality of learning by encouraging active student participation, as well as strengthening problem-solving, collaboration, and communication skills. However, the implementation of PBL also faces several challenges, including the need for lecturer training, greater time allocation, and adequate institutional support. Evaluation in PBL requires diverse and comprehensive assessment methods to measure student learning outcomes fairly and accurately. With good preparation and adequate support, PBL can be an effective and beneficial learning method in higher education.

<em>The implementation of trimatra art learning in Early Childhood Education (ECE) has significant benefits for supporting child development, including stimulating motor skills, enhancing focus, and optimizing creativity. However, despite its advantages, the implementation of art education also encounters challenges that impact the achievement of learning objectives. This study explores the effectiveness of Project-Based Learning (PBL) methods in trimatra art for young children in Groups A and B at KB Inklusi Talenta, Kudus. This research employs a descriptive qualitative methodology, with a sample consisting of 20 children and 5 teachers from diverse backgrounds and varying special conditions. Data were collected through participatory observation, interviews with teachers, and documentation. The focus of the study is on how this method can be adapted to meet the needs of children with differing abilities and how it influences their engagement and learning outcomes. Challenges encountered include classroom management, project planning, and limited resources. The aim of this study is to identify the inhibiting factors in the implementation of project-based art learning and to provide recommendations for addressing these issues, facilitating broader adoption in inclusive ECE settings. Project-based learning in trimatra art activities has been shown to enhance children’s engagement and provide more meaningful learning experiences, making it an appealing approach in the context of inclusive education</em>.

Kindergarten is believed to have a significant role in developing communication skills in children through providing opportunities for verbal and non verbal interaction, offering a structured environment for language-rich activities, and facilitating socializing with peers. Given that, this study sought to examine the role of kindergartens in developing communication skills among kindergarten children, from the perspective of their mothers, within the directorates of education in Zarqa Governorate. The study recruited 313 mothers, who were selected using a random sampling method. To achieve the study's objectives, the study relied on a descriptive-analytical approach using several statistical methods, including frequencies, percentages, arithmetic mean, and standard deviation. The findings demonstrated a moderate role of kindergartens in developing kindergarten children's communication skills (verbal communication, emotional communication, and social communication). From the mothers' perspective, the place of residing (village) was linked to variations in the role of kindergartens in the development of kindergarten children's communication skills in the areas of verbal and emotional communication. Similarly, social communication was influenced by the place of residence, particularly for those living in the city. However, there are no differences in the impact of kindergarten on developing kindergarten children's communication skills (verbal, social, and emotional) attributable to educational qualifications. The study recommended the need to hold intensive and specialized training courses for kindergarten teachers on communication skills. It is also necessary to employ communication skills in children's daily lives on the basis of successful training and educational models. Additionally, holding intensive and specialized training courses for teachers on communication methods and strategies for developing each skill is crucial.

This study aims to develop students' skills through the integration of project-based learning and simulation. This study used mixed methods by involving 30 students of the Mathematics Education Study Program at Universitas PGRI Sumatera Barat as research subjects. Data collection was conducted through observations of five meetings and semi-structured interviews with nine students of various academic ability level, including high, medium, and low. The research instrument for quantitative data was an observation sheet, while for qualitative data, a semi-structured interview sheet was used. The data obtained were analyzed using descriptive statistical analysis techniques for quantitative data and thematic analysis for qualitative data. The results of the study showed that the students' skills were not evenly distributed. Group collaboration in learning proved to be successful in increasing cooperation skills up to the high category, which indicates the effectiveness of learning in creating active interactions between students. However, other skills, such as creativity, communication, critical thinking, and innovation, are still in the medium category, which indicates that they still need further improvement and development. This study concludes that the integration of project-based learning and simulation has a positive effect on the abilities of students with uneven abilities. The integration of these learning approaches works synergistically by effectively linking theory and practice. Through project-based learning, students are encouraged to take an active role in designing, managing, and completing projects that directly contribute to their skill development. On the other hand, simulation functions as a complement that strengthens the effectiveness of project-based learning by presenting a real representation of the project by visualizing abstract concepts and allowing students to test the solutions they develop based on the project results. Keywords: ability, competency, project-based learning, simulation, skills.

Communication skills predict child’s development in various aspects, such as self-regulation, social-emotional andcognitive abilities. Children with Autism Spectrum Disorder (ASD) experience deficits in two-way communication skills. Recent study indicates that parental involvement in interventions effectively enhances communication skills in children. The Developmental Individual Differences and Relationship (DIR)/floortime emphasizes the active role of parents in the intervention process. This study was conducted to determine the effectiveness of DIR/floortime in improving two-way communication skills in a 4-year-old child with ASD and her mother. Pre and post test used to evaluate the progress before and after intervention using Circle of Communication (CoC) observation form and Functional Emotional Assessment Scale (FEAS). The results indicated that DIR/floortime is effective in increasing the quantity and quality of two-way communication and the development of emotional function from level two to four in a 4-year-old child with ASD.Keterampilan komunikasi memprediksi perkembangan anak dalam berbagai aspek, seperti pengaturan diri, kemampuan sosial-emosional dan kognitif. Anak-anak dengan Gangguan Spektrum Autisme (ASD) mengalami defisit dalam keterampilan komunikasi dua arah. Studi terbaru menunjukkan bahwa keterlibatan orang tua dalam intervensi secara efektif meningkatkan keterampilan komunikasi pada anak-anak. Perbedaan dan Hubungan Individu Perkembangan (DIR)/floortime menekankan peran aktif orang tua dalam proses intervensi. Studi ini dilakukan untuk menentukan efektivitas DIR/floortime dalam meningkatkan keterampilan komunikasi dua arah pada anak berusia 4 tahun dengan ASD dan ibunya. Tes pra dan pasca digunakan untuk mengevaluasi kemajuan sebelum dan sesudah intervensi menggunakan formulir observasi Lingkaran Komunikasi (CoC) dan Skala Penilaian Emosional Fungsional (FEAS). Hasilnya menunjukkan bahwa DIR/floortime efektif dalam meningkatkan kuantitas dan kualitas komunikasi dua arah dan pengembangan fungsi emosional dari level dua hingga empat pada anak berusia 4 tahun dengan ASD.