TEACHING PRACTICES OF ORAL LANGUAGE AND READING SKILLS IN STUDENTS WITH AUTISM SPECTRUM DISORDER

Nikolaos Panopoulos, Maria Drossinou-Korea

Abstract


Communication includes a wide range of difficulties for students with Autism Spectrum Disorder (ASD) from acquisition and processing of information and verbal expression to reading and writing. Therefore, these students face challenges in their school life. The purpose of this research is to evaluate and apply teaching practices for the cultivation of oral and reading skills in students with ASD The methodology used was action research in three general secondary schools and lasted 3 years. The research was conducted in Greece by the second teacher of the class who only supported students with special educational needs. Specifically, we conducted three case studies of students with an average age of 15.3 years. Students were diagnosed with ASD. Qualitative data from the action research were collected through observation methodology with informal pedagogical evaluation in checklists of basic skills. Furthermore, the methodology of the intervention with field notes was applied to the form of the teaching interaction. The results showed that students respond to comprehensive differentiated teaching interventions, which include oral speech and reading comprehension activities.

 

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Keywords


Autism Spectrum Disorder, oral speech, reading skills, evaluation, didactic intervention

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References


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DOI: http://dx.doi.org/10.46827/ejse.v8i4.4382

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