1. The shortage of trained therapists in Indonesia. Parents always been a pioneer in the intervention process so that at first intervention centers for children with autism is built on the family's interests to ensure the continuity of their own children's education.
2. The absence of a formal treatment guidelines in Indonesia. Not enough to just implement teatment instructions from outside the application does not always fit with the culture of Indonesian children's lives.
3. There are still many cases of autism are not in early detection so that when the child becomes too large, then the more complex issues faced by parents of intervention. The experts who can diagnose autism, information about the disorder and the characteristics of autism as well as formal institutions which provide educational services for children with autism has not been spread evenly across all regions in Indonesia.
4. Not yet integrated to provide education for children with autism in school. In Article 4 of Law. 20/2003 on National Education System has been mandated by the education of a democratic and non-discriminatory to uphold human rights, this support is a great opportunity for people with autism to enter the public schools (inclusive) due to nearly 500 schools have been directed by government to hold the inclusions.
5. Problems end is no less important is the lack of knowledge of both clinically and practically supported by the empirical validity of the data (empirically validated Treatments / EVT) of countermeasures autism issues in Indonesia. Study and research of autism in addition to requiring large amounts of funds must also be supported by empirical data validity, but certainly ethically no parent wants their child to be an experiment of a particular methodology. Certainty and security for the education of children is a major consideration for parents in choosing one type of treatment for their children so that if these doubts can be answered through scientific authorities so more open to the general public information about the knowledge-knowledge of both clinical and practical in handling the problem of autism in Indonesia.
2. The absence of a formal treatment guidelines in Indonesia. Not enough to just implement teatment instructions from outside the application does not always fit with the culture of Indonesian children's lives.
3. There are still many cases of autism are not in early detection so that when the child becomes too large, then the more complex issues faced by parents of intervention. The experts who can diagnose autism, information about the disorder and the characteristics of autism as well as formal institutions which provide educational services for children with autism has not been spread evenly across all regions in Indonesia.
4. Not yet integrated to provide education for children with autism in school. In Article 4 of Law. 20/2003 on National Education System has been mandated by the education of a democratic and non-discriminatory to uphold human rights, this support is a great opportunity for people with autism to enter the public schools (inclusive) due to nearly 500 schools have been directed by government to hold the inclusions.
5. Problems end is no less important is the lack of knowledge of both clinically and practically supported by the empirical validity of the data (empirically validated Treatments / EVT) of countermeasures autism issues in Indonesia. Study and research of autism in addition to requiring large amounts of funds must also be supported by empirical data validity, but certainly ethically no parent wants their child to be an experiment of a particular methodology. Certainty and security for the education of children is a major consideration for parents in choosing one type of treatment for their children so that if these doubts can be answered through scientific authorities so more open to the general public information about the knowledge-knowledge of both clinical and practical in handling the problem of autism in Indonesia.
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