Supporting English Language Teachers in Teaching Autistic Primary School Learners

Author: Alicja Gałązka
Institution: University of Silesia in Katowice
Author: Marta Dick-Bursztyn
Institution: University of Rzeszów
Year of publication: 2019
Source: Show
Pages: 191-207
DOI Address: https://doi.org/10.15804/tner.19.58.4.15
PDF: tner/201904/tner5815.pdf

The aim of the paper is the presentation of the complex problem of a lifelong developmental disorder, known as Autistic Spectrum Disorders (ASD), in the context of inclusive education offered to these students in general, and in teaching of English as a Foreign Language in particular. First, the theories and typical symptoms of autism will be outlined, followed by examining the behaviours that enable teachers to recognise these form of disorders during lessons at school. Next we review some strategies and teaching techniques that may prove efficient and successful in the ELT classroom for both teachers and autistic students. Finally, we concentrate on the analysis of the data collected as a result of a small-scale qualitative study conducted among a group of EL teachers involved in teaching autistic learners. The study was designed with the purpose of interviewing teachers about the efficiency and successfulness of the currently recommended teaching techniques in their classrooms with ASD students.

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inclusive education English language teaching special educational needs (SEN) ASD autism

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