Challenges of curricular adaptation for students with autism in learned english

Abstract

This project analyzed the challenges that the curriculum presented for students with autism, with the aim of identifying the main difficulties they faced and the strategies that teachers implemented to promote inclusive learning. A qualitative approach with a phenomenological design was used to explore the perceptions and experiences of teachers who had worked with students diagnosed with autism. The results revealed that, while progress had been made toward educational inclusion, significant shortcomings persisted in addressing the academic, social, and emotional needs of these students. Furthermore, they indicated that strategies such as daily routines, repetition, visual aids, songs, games, and multisensory activities contributed to improved comprehension and participation. However, the limited availability of specialized resources forced teachers to rely on creativity and improvisation. However, the limited availability of specialized resources required teachers to resort to creativity and improvisation. The study concluded that the inclusion of students with autism in English language teaching required ongoing professional development and the application of personalized and individualized pedagogical approaches that supported the creation of inclusive and flexible school environments that responded to the diverse needs of all students.