‘See the able, not the label’: Nurturing skills and confidence at KAA’s Sunshine Hub

ON a peaceful morning, the pleasant scent of baking fills the air.

Cookies are being carefully packed into little containers, ready for sale.

But this is no commercial bakery, and neither is it an ordinary cooking class.

This is the kitchen at the Kuching Autistic Association (KAA)’s Sunshine Hub, a vocational training centre.

Here, students on the autism spectrum take part in the ‘Training Kitchen’ programme, established as one of the centre’s efforts to train and give individuals with autism new and practical skills.

“Smart schools are set up for bright students.

“Likewise, children with special needs require schools that meet their needs.”

Bearing this philosophy forward, KAA established the Sunshine Hub; a vocational training centre focusing on fostering independence and enhancing future working abilities.

Among its core programmes are the Training Kitchen programme, the ‘Garden Farm Project’ and the Autism Art Gallery (AAG).

‘A sense of routine and order’

Cooking and baking are part of the vocational training for Sunshine Hub trainees as well as Secondary Instruction Programme students.

Cooking serves as a valuable life skill, through which they can develop essential motor skills, improve coordination, and practise sequencing tasks – all of which can be transferred to various job settings.

Additionally, the structured nature of cooking provides a predictable environment, which promotes a sense of routine and order, something that is often beneficial for individuals with autism.

The collaborative nature of kitchen work also encourages social interaction, teamwork, and effective communication – the crucial elements in professional settings.

These practical skills empower the students to eventually navigate the challenges of the workplace more effectively.

Under the supervision of the teachers, the students under the Kitchen Programme carry out simple tasks such as chopping garlic, frying ‘keropok’ (crackers), and packing buns.

The seemingly daunting tasks of cooking and creating a final product are simplified and broken down into easy-to-follow steps.

With enough repetition, the students will eventually be able to conduct the whole process from start to finish independently.

“They always surprise you by doing something we thought they wouldn’t know how to do,” says Mina Sayog, KAA senior teacher.

“Autistic children have the ability to do a lot of things. As a teacher, we need to find out and give them a chance to show their potential.”

In this regard, encouragement plays a key role in helping the students unlock their potential.

The teachers make sure to always praise and take note of any signs of improvement in their students, however big or small it may be.

“I always praise the students every time they take part in an activity.

“For me, even their small achievements are big progress,” adds Mina.

KAA programme manager Darren Charlie points out: “Praising students when they participate willingly, even if the outcome is not perfect, is very important.

“The focus should be on their effort and progress rather than perfection.”

Such outlook has helped students gradually gain more independence over time, with many parents remarking on how their children have gained more confidence to act independently and try new things.

“He has become more independent, and is able to do small tasks on his own, like preparing ingredients or arranging items,” says Crispin Tan, the father of one of the students.

The Training Kitchen programme was recently adopted by Sarawak Energy Berhad (SEB), with the signing of an initiative agreement with KAA on March 17 this.

Under this initiative, a purpose-built training kitchen will be installed at KAA’s new vocational training building, and the future plans will include a café and bakery on-site.

“KAA is very grateful to SEB for their strong support and partnership” says KAA president Dr Catherine Chen.

Step-by-step improvements

In 2021, a vegetable garden and potted plants nursery was set up at KAA.

The Garden Farm project was adopted by SEB in 2023.

The project participants tend to the garden and plants thrice a week under the supervision of the teachers.

There is also a mushroom shed that produces regular harvests of oyster mushrooms.

The farm is pesticide-free, and uses natural fertilisers.

Production is on a small scale, and the vegetables, papayas, chillies, ginger and mushrooms are usually snapped up by the parents of KAA’s students.

Majority of the students require close guidance and supervision during gardening activities.

The teachers coach and guide them using prompts, visual aids, demonstrations and cues, with the focus being on students’ ability to follow instructions and stay engaged.

Working at the farm can be challenging at times.

Some students face sensory issues, as they do not like to feel dirty or sweaty.

At times, this can lead to some refusing to participate.

To manage these challenges, guidance and reassurance are provided.

Tasks are broken down into smaller steps and the students are gradually encouraged to participate.

Support strategies such as offering choices, allowing short breaks, using protective gears such as gloves and hats, and applying positive reinforcement, have been helpful in increasing engagement.

“A few students, who initially refused to participate, have gradually become more engaged and willing to try the activities with support,” says Lydia Lebam, one of the teachers supervising the garden project.

“It is important to encourage students by nurturing their interest in the activities,” adds Darren.

“With consistent support, positive reinforcement and praise, students can gradually build confidence.

“Even small improvements should be recognised as meaningful progress and achievement, helping them move toward greater independence over time.”

Beadwork and autism art

In a quiet corner of the Sunshine Hub, the gentle clicking of beads can be heard.

Students are focused, calm, and grounded – concentrating on their colourful beadwork and assembling intricate patterns.

One of the key activities at KAA’s vocational training programme is beadwork, an effective and therapeutic activity for autistic individuals.

Not just a calming activity, beadwork therapy enhances fine motor skills, hand-eye coordination, and cognitive development through structured, tactile engagement.

The gentle and repetitive activity acts as a therapeutic tool for emotional regulation, patience, and sensory integration whilst at the same time fostering creativity and building the students’ self-esteem.

“It has been encouraging to see students develop perseverance and confidence through completing their beadwork projects,” says Rowena Edward, a KAA teacher.

According to KAA vice-president Stephanie Goh, whose son Joshua is one of the students, beadwork has strengthened his fine motor skills, hand-eye coordination, and attention to details.

“More importantly, it has helped him develop patience and perseverance.

“As someone who is non-verbal, beadwork has also become a form of expression for Joshua, through the colours, patterns and the care he puts into each creation.”

The students’ hard work results in a plethora of colourful necklaces, bracelets and lanyards.

These, alongside other merchandise such as mugs, fridge magnets, key chains, greeting cards, bags, and T-shirts, are available for sale at the Autism Art Gallery.

The original artwork by the students is printed and integrated into the designs of the merchandise, making each item a truly unique purchase.

The public has been incredibly supportive of this merchandise, which in turn encourages the student artists to continue making more unique works.

“Seeing their original artworks printed on merchandise is incredibly motivating for our students” says Dr Chen.

Datin Grace Yao, whose son Barny is one of the talented student artists at the gallery, remarks: “We are grateful to the London Stock Exchange Group (LSEG) Foundation, which sponsored the current Autism Art Gallery in 2022.

“From his facial expressions and gestures, he (Barny) shows that he is happy when his work is being acknowledged and appreciated by others.”

Creating artwork is also found to be therapeutic by many of the student artists, who relish in using their art as an outlet for personal expression and creativity.

“(He feels) a sense of calm and focus while pursuing his artwork.

“It is much like a form of therapy,” says Yao.

Goh says Joshua is most engaged during beadwork sessions.

“He is drawn to the colours and textures.

“His body language shows calmness and enjoyment, especially when he is immersed in creating patterns,” she adds.

Results

With the Training Kitchen programme, students are not only learning valuable practical skills, but they are also helping to contribute towards Sunshine Hub’s fundraising efforts.

The baked goods, which include treats such as cookies, buns and jellies, are sold at the centre to supportive parents and also during its fundraising events.

The same goes for the Garden Farm project – not only do the students garner practical skills and independence whilst participating, but they are also able to have a hand in cultivating the vegetables that eventually go on sale.

Harvesting time creates much excitement as through their hard work, they reap the benefits of their labour.

Although not all the students are able to express themselves verbally, from their facial expressions and gestures, they appear happy when their efforts are being appreciated and acknowledged by others.

The Art Gallery creates a platform for talented artists with autism to showcase their self-expression, empowering and connecting the autism community.

Their artworks also raise public awareness of their abilities, showing that they are no less capable in making a place for themselves.

All these endeavours prove that individuals with autism are indeed able to leave their mark in society.

With the right encouragement and empathy, they can be made to shine in their respective strengths and grow as capable persons.

“Some students have demonstrated abilities such as completing tasks independently, showing leadership among peers, or generalising skills to new situations,” says Nolly Juang, KAA deputy programme manager.

“Seeing their finished artworks being displayed for exhibition and sold as merchandise, gives them a sense of accomplishment and belonging,” says Lomiw Frederick, KAA a senior teacher.

“Some students are able to produce such intricate pieces of artwork, with attention to details that we would not normally notice,” Darren points out.

“They often view the world from their own unique perspective.

“(These results) remind us that with support, encouragement and patience, students can exceed expectations and surprise everyone with their growth, creativity, and confidence.”

The students at the Sunshine Hub are a constant reminder that when we take the time to look beyond the label of autism, we can begin to truly see the person within.

Individuals with autism are indeed able to thrive and possess an equal amount of potential and capability.

When we as a community begin to ‘see the able, not the label’, we can together create a kinder world for all.