Inclusive teaching strategies for english language acquisition in children with autism spectrum disorder

Abstract

This study explores inclusive teaching strategies for English language acquisition in children with Autism Spectrum Disorder (ASD). The Ecuadorian curriculum for English language as a foreign language (ELF) education has limited support for adapting to students with special needs to ensure quality English-language education. Autistic students frequently encounter challenges when learning English, including limited vocabulary and social and communicative skills. A qualitative approach was used to understand teachers' insights about the use of inclusive teaching strategies for English language acquisition in young learners with autism. By employing a phenomenological approach, the researcher was able to properly examine teachers' perceptions through semi-structured interviews and draw relevant data from participants. Findings reflected English teachers' perceptions emphasizing the importance of inclusive teaching, relevant challenges, and interesting strategies for autistic students to develop English language skills. The research concluded that teaching strategies for Autistic peers are crucial to promote English language learning and overcome teaching challenges.