ENGLISH TEACHING STRATEGIES FOR PAKISTANI AUTISTIC LEARNERS
DOI:
https://doi.org/10.18623/rvd.v23.4303Palabras clave:
Autism Spectrum Disorder, Inclusive Education, Language Teaching, Special EducationResumen
This qualitative research study aimed to examine the problems faced by teachers and practitioners in implementing inclusive education while teaching language to children with autism in an EAP classroom. Data were collected through thirty semi-structured interviews (n = 30) from experienced instructors currently working with autistic children and then qualitatively analysed by employing thematic analysis. The thematic analysis helped to codify the whole data into eight different categories i.e., Cognitive processing delays,Social skills deficits, Behavioural issues, lack of fine-motor skills, lack of gross-motor skills, language learning issues, importance of games play, and family & peer roles. Findings reveal that traditional teaching methods are often ineffective, prompting educators to adopt innovative approaches that incorporate play, sensory activities, and parental involvement. The research underscores the importance of creating a supportive and inclusive educational environment that accommodates the unique learning needs of children with ASD. By examining the experiences and strategies of educators in Abbottabad, this study contributes valuable insights into the challenges and opportunities in teaching English to autistic children, offering implications for practice and future research.
Citas
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