Efl teaching-learning process of a student with autism spectrum disorder
Pillajo Mejia, Damaris Slendy
Efl teaching-learning process of a student with autism spectrum disorder Damaris Slendy, Pillajo Mejia y Klever Fabian, Taco Guamani - 79 páginas ; 30 cm
Incluye CD-Rom y Anexos
Extranjeras, Especialidad en Inglés); Venegas, Gina ; Dir.
1. General information. 2.Problem statement 3. Research objectives. 4. Activities and task system in relation to the objectives propose. 5. Justification. 6. Scientific and technical foundation. 7. Methodology. 9. Research impacts. 10. Conclusion and recommendations. 11. References. 12.Appendices
LOS PROYECTOS DE INVESTIGACIÓN DE GRADO SON DE USO EXCLUSIVO PARA LA SALA DE LECTURA
Currently, the rate of children with Autism Spectrum Disorder (ASD) has been increasing. It is very common to see this type of student immersed in the regular education system (Hashim et al., 2021). Therefore, this qualitative research with a descriptive approach aims to analyze the EFL teaching-learning process of a student with ASD. The semi-structured interview, the semi-structured observation sheet and field notes were used. Two English teachers participated and were interviewed in order to identify their challenges and opinions about the EFL teaching-learning process. An autistic student with a degree of 58% of the spectrum also participated. The researchers observed him to identify his challenges and strengths during four English classes. The results of this study reflected that English teachers and autistic students have to face challenges during the teaching-learning process. The challenges that teachers face are the degree of complexity of the TEA in the student, the deficient teacher training and the design of the didactic material. While the challenges that the student faces have to do with the lack of socialization and communication, and the negative opinions of teachers about the importance of teaching English. Despite this, the student shows strengths such as his good memory, her visual strength, and mainly he is not afraid of making mistakes and shows a good attitude towards learning English, proving to be a good learner of the language. Finally, the teachers expressed their views on what the Government should do to support the EFL teaching-learning process of an autistic student. They mainly mentioned compliance with public policies, and the incorporation of special education as a subject in pedagogy careers.
EDUCACIÓN-INGLÉS
ENSEÑANZA-LÍNEA
ENSEÑANZA-APRENDIZAJE.
PROYECTO 370 P644ef
Efl teaching-learning process of a student with autism spectrum disorder Damaris Slendy, Pillajo Mejia y Klever Fabian, Taco Guamani - 79 páginas ; 30 cm
Incluye CD-Rom y Anexos
Extranjeras, Especialidad en Inglés); Venegas, Gina ; Dir.
1. General information. 2.Problem statement 3. Research objectives. 4. Activities and task system in relation to the objectives propose. 5. Justification. 6. Scientific and technical foundation. 7. Methodology. 9. Research impacts. 10. Conclusion and recommendations. 11. References. 12.Appendices
LOS PROYECTOS DE INVESTIGACIÓN DE GRADO SON DE USO EXCLUSIVO PARA LA SALA DE LECTURA
Currently, the rate of children with Autism Spectrum Disorder (ASD) has been increasing. It is very common to see this type of student immersed in the regular education system (Hashim et al., 2021). Therefore, this qualitative research with a descriptive approach aims to analyze the EFL teaching-learning process of a student with ASD. The semi-structured interview, the semi-structured observation sheet and field notes were used. Two English teachers participated and were interviewed in order to identify their challenges and opinions about the EFL teaching-learning process. An autistic student with a degree of 58% of the spectrum also participated. The researchers observed him to identify his challenges and strengths during four English classes. The results of this study reflected that English teachers and autistic students have to face challenges during the teaching-learning process. The challenges that teachers face are the degree of complexity of the TEA in the student, the deficient teacher training and the design of the didactic material. While the challenges that the student faces have to do with the lack of socialization and communication, and the negative opinions of teachers about the importance of teaching English. Despite this, the student shows strengths such as his good memory, her visual strength, and mainly he is not afraid of making mistakes and shows a good attitude towards learning English, proving to be a good learner of the language. Finally, the teachers expressed their views on what the Government should do to support the EFL teaching-learning process of an autistic student. They mainly mentioned compliance with public policies, and the incorporation of special education as a subject in pedagogy careers.
EDUCACIÓN-INGLÉS
ENSEÑANZA-LÍNEA
ENSEÑANZA-APRENDIZAJE.
PROYECTO 370 P644ef