Nikolaos Panopoulos, Maria Drossinou-Korea


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.


Article visualizations:

Hit counter


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

Full Text:



Adams, C. (2001). Clinical diagnostic and intervention studies of children with semantic–pragmatic language disorder. International Journal of Language and Communication Disorders, 36 , pp. 289–305.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM V) (5th ed.). Washington: American Psychiatric Publishing.

Bishop, D., & Snowling, M. (2004). Developmental dyslexia and specific language impairment: same or different? Psychological Bulletin, 130, pp. 858–886.

Brown, H., Oram-Cardy, J., & Johnson, A. (2013). A meta-analysis of the reading comprehension skills of individuals on the autism spectrum. Journal of Autism and Developmental Disorders, 43 (4), pp. 932–955.

Centers for Disease Control and Prevention. (2018). Autism Spectrum Disorder (ASD) prevalence statistics, morbidity and mortality weekly report. Surveillance Summaries, 67 (6), pp. 1-23.

Christakis, K. (2006). The education of children with difficulties. Athens: Atrapos.

Dromi, E., Rum, Y., & Florian, J. (2018). Communication, language, speech in young children with autism spectrum disorder (ASD). In Handbook of Communication Disorders. Berlin: 811-828.

Drossinou-Korea, M., & Panopoulos, N. (2018). Language skills for the sexual education in individuals with intellectual disability. International Journal of Latest Research in Humanities and Social Science, 1 (4), pp. 67-76.

Drossinou-Korea, M. (2017). Special education and training. The "through" special education proposal for the education of children and young people with special needs. Patras: Opportuna.

Drossinou-Korea, M. (2020). Handbook of special education and educational narratives. Patras: Opportuna.

Drossinou-Korea, M., & Panopoulos, N. (2017). Strengthening social skills in students with an intellectual disability in secondary education. Sino-US EnglishTeaching, 14 (6), pp. 345-359.

Durrleman, S., Marinis, T., & Franck, J. (2016). Syntactic complexity in the comprehension of wh-questions and relative clauses in typical language development and autism. Applied Psycholinguistics, 37 (6), pp. 1501-1527.

Fleury, V., Hedges, S., Hume, K., Browder, D., Thompson, J., Fallin, K., & Vaughn, S. (2014). Addressing the academic needs of adolescents with an autism spectrum disorder in secondary education. Remedial and Special Education, 35 (2), pp. 68-79.

Green, S., & Scott, C. (2011). The history of speech and language impairments. In History of Special Education (pp. 120-149). Emerald Group Publishing Limited.

Henry, A., & Solari, E. (2020). Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study. Journal of Autism and Developmental Disorders, 50, pp. 3763-3776.

Millians, M. (2011). Learning Readiness. In S. Goldstein, & J. Naglieri, Encyclopedia of Child Behavior and Development. Boston: Springer.

Ministry of National Education and Religions-Pedagogical Institute. (2009). Special education and training teacher's book, learning readiness activities. (M. Drossinou, Ed.) Athens: Organization for the Publication of Textbooks.

Nation, K., Clarke, P., Marshall, C., & Durand, M. (2004). Hidden language impairments in children: parallels between poor reading comprehension and specific language impairment? Journal of Speech, Language and Hearing Research, 47 , pp. 199–211.

Norbury, C., & Nation, K. (2011). Understanding variability in reading comprehension in adolescents with autism spectrum disorders: Interactions with language status and decoding skill. Scientific Studies of Reading, 15 (3), pp. 191-210.

Panopoulos, N., & Drossinou-Korea, M. (2019). Teaching Intervention to Support Reading Skills in Students with Intellectual Disability. Open Journal for Studies in Linguistics, 2 (1), pp. 19-34.

Rapin, J. (1996). Practitioner Review: Developmental language disorders: a clinical update. Journal of Child Psychology and Psychiatry and Allied Disciplines, 37 , pp. 643–655.

Ricketts, J., Jones, C., Happé, F., & Charman, T. (2013). Reading comprehension in autism spectrum disorders: The role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43 (4), pp. 807-816.

Roycroft, H. (2015). Autism Spectrum Disorder and Reading Comprehension: Challenges and Implications in the Primary School. Journal of Special Needs Education in Ireland, 29 (1), pp. 55-65.

Solari, E., Grimm, R., McIntyre, N., Zajic, M., & Mundy, P. (2019). Longitudinal stability of reading profiles in individuals with higher functioning autism. Autism, 23 (8), pp. 1911-1926.

Solari, E., Henry, A., McIntyre, N., Grimm, R., & Zajic, M. (2020). Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism. Research in Autism Spectrum Disorders, 71, pp. 101500-101513.

Sousa, D., & Tomlinson, C. (2011). Differentiation and the Brain, How Neuroscience Supports the Learner-Friendly Classroom. Bloomington: Solution Tree Press.

Special Education Curriculum Framework. (1996). Journal of the Government of the Hellenic Republic, 208 (1), 4041-4076.

Stuart, S. (2018). Interventions for Students with Autism. In Viewpoints on Interventions for Learners with Disabilities. Emerald Publishing Limited.

Tager-Flusberg, H., Rhea, P., & Catherine, L. (2005). Language and Communication in Autism. In Handbook of Autism and Pervasive Developmental Disorders (pp. 335-364). John Wiley & Sons.

Thomaidis, L., Mavroeidi, N., Richardson, C., Choleva, A., Damianos, G., Bolias, K., & Tsolia, M. (2020). Autism Spectrum Disorders in Greece: Nationwide Prevalence in 10–11 Year-Old Children and Regional Disparities. Journal of Clinical Medicine, 9 (7), pp. 2163-2183.

World Health Organisation. (2019). International Statistical Classification of Diseases and Related Health Problems. (11). Retrieved from https://icd.who.int/en

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

Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).