English teaching strategies to develop communication skills in Autistic children
The purpose of this research was to explore the strategies used by a teacher when teaching English to a child diagnosed with autism spectrum in the process of developing their communication skills, more specifically their production skills (writing and speaking). The study was conducted at the Santa...
- Autores:
-
Piñeres Polo, Natalia Isabel
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/7427
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/7427
- Palabra clave:
- Estudiante con autismo
Estrategias
Habilidades comunicativas
Habilidades de producción del inglés
Enseñanza-aprendizaje
Docentes de inglés
Implicaciones pedagógicas
Student with autism
strategies
communication skills
English production skills
Teaching-learning
English teachers
Pedagogical implications
- Rights
- openAccess
- License
- Copyright Universidad de Córdoba, 2023
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English teaching strategies to develop communication skills in Autistic children |
| title |
English teaching strategies to develop communication skills in Autistic children |
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English teaching strategies to develop communication skills in Autistic children Estudiante con autismo Estrategias Habilidades comunicativas Habilidades de producción del inglés Enseñanza-aprendizaje Docentes de inglés Implicaciones pedagógicas Student with autism strategies communication skills English production skills Teaching-learning English teachers Pedagogical implications |
| title_short |
English teaching strategies to develop communication skills in Autistic children |
| title_full |
English teaching strategies to develop communication skills in Autistic children |
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English teaching strategies to develop communication skills in Autistic children |
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English teaching strategies to develop communication skills in Autistic children |
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English teaching strategies to develop communication skills in Autistic children |
| dc.creator.fl_str_mv |
Piñeres Polo, Natalia Isabel |
| dc.contributor.advisor.spa.fl_str_mv |
Herrera Naranjo, Sol |
| dc.contributor.author.none.fl_str_mv |
Piñeres Polo, Natalia Isabel |
| dc.subject.proposal.spa.fl_str_mv |
Estudiante con autismo Estrategias Habilidades comunicativas Habilidades de producción del inglés Enseñanza-aprendizaje Docentes de inglés Implicaciones pedagógicas |
| topic |
Estudiante con autismo Estrategias Habilidades comunicativas Habilidades de producción del inglés Enseñanza-aprendizaje Docentes de inglés Implicaciones pedagógicas Student with autism strategies communication skills English production skills Teaching-learning English teachers Pedagogical implications |
| dc.subject.keywords.eng.fl_str_mv |
Student with autism strategies communication skills English production skills Teaching-learning English teachers Pedagogical implications |
| description |
The purpose of this research was to explore the strategies used by a teacher when teaching English to a child diagnosed with autism spectrum in the process of developing their communication skills, more specifically their production skills (writing and speaking). The study was conducted at the Santa Rosa de Lima Educational Institution, a public institution in the city of Monteria, with a nine-year-old student diagnosed with Mild Autism. Making a complete description of the process of developing communication skills, class observations, semi-structured interviews with the teacher of the group and the autistic student were conducted to learn more about the educational context and their involvement in their learning process of the English language. In the same way, the didactic guides used by the teacher to teach her English classes and the PEI of the institution were reviewed to find out if the educational institution has the necessary inclusive policies for students with diversity, including autism. The findings allowed us to know the strategy used by the teacher to develop the speaking skill in English, which is the use of technologies focused on online games to achieve the development of the student with the speaking skill. In the same way, it was found that the teacher with respect to the writing skill with Autistic student, analyses are reflected where there is a high percentage of isolated vocabulary teaching with what is observed of the student's development with the writing skill, the student is not capable of developing his writing skill according to the necessary characters that the student must have, guiding us from the institutional documents of the English area related to writing skill. To conclude, this research suggests some references to the work of the teacher and that should be considered for the development of the autistic student in the English subject, these suggestions will help to achieve an environment conducive to the development of the student's learning process in English class. This is with the aim of providing more information on the teaching strategies that can be used by English teachers to ensure that students with Autism favorably develop communication skills and that they can be considered for the development of the teaching exercise when required. |
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2023 |
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2023-07-13T19:17:51Z |
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2023-07-13T19:17:51Z |
| dc.date.issued.none.fl_str_mv |
2023-07-11 |
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Trabajo de grado - Pregrado |
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http://purl.org/coar/version/c_71e4c1898caa6e32 |
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info:eu-repo/semantics/bachelorThesis |
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https://repositorio.unicordoba.edu.co/handle/ucordoba/7427 |
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https://repositorio.unicordoba.edu.co/handle/ucordoba/7427 |
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eng |
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eng |
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Copyright Universidad de Córdoba, 2023 |
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info:eu-repo/semantics/openAccess |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) |
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Copyright Universidad de Córdoba, 2023 https://creativecommons.org/licenses/by-nc-nd/4.0/ Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) http://purl.org/coar/access_right/c_abf2 |
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Facultad de Educación y Ciencias Humanas |
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Montería, Córdoba, Colombia |
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Licenciatura en Lenguas Extranjeras con Énfasis en Inglés |
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Universidad de Córdoba |
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Herrera Naranjo, Sole376321e-7f1a-4ddf-ba90-340ae2ed263c-1Piñeres Polo, Natalia Isabel6a7a6327-22b8-4059-b51f-4c4b6a74e906-12023-07-13T19:17:51Z2023-07-13T19:17:51Z2023-07-11https://repositorio.unicordoba.edu.co/handle/ucordoba/7427The purpose of this research was to explore the strategies used by a teacher when teaching English to a child diagnosed with autism spectrum in the process of developing their communication skills, more specifically their production skills (writing and speaking). The study was conducted at the Santa Rosa de Lima Educational Institution, a public institution in the city of Monteria, with a nine-year-old student diagnosed with Mild Autism. Making a complete description of the process of developing communication skills, class observations, semi-structured interviews with the teacher of the group and the autistic student were conducted to learn more about the educational context and their involvement in their learning process of the English language. In the same way, the didactic guides used by the teacher to teach her English classes and the PEI of the institution were reviewed to find out if the educational institution has the necessary inclusive policies for students with diversity, including autism. The findings allowed us to know the strategy used by the teacher to develop the speaking skill in English, which is the use of technologies focused on online games to achieve the development of the student with the speaking skill. In the same way, it was found that the teacher with respect to the writing skill with Autistic student, analyses are reflected where there is a high percentage of isolated vocabulary teaching with what is observed of the student's development with the writing skill, the student is not capable of developing his writing skill according to the necessary characters that the student must have, guiding us from the institutional documents of the English area related to writing skill. To conclude, this research suggests some references to the work of the teacher and that should be considered for the development of the autistic student in the English subject, these suggestions will help to achieve an environment conducive to the development of the student's learning process in English class. This is with the aim of providing more information on the teaching strategies that can be used by English teachers to ensure that students with Autism favorably develop communication skills and that they can be considered for the development of the teaching exercise when required.Resumen ______________________________________________________________________________________________________________ 6Abstract _______________________________________________________________________________________________________________ 81. INTRODUCTION _____________________________________________________________________________________________________ 102. THEORETICAL FRAMEWORK ________________________________________________________________________________________ 152.1. Conceptual Framework ____________________________________________________________________________________________ 152.1.1. Autism Spectrum Disorder ________________________________________________________________________________________ 162.1.2. Development of Communicative Skill _____________________________________________________________________________ 202.1.3. English Language Learning _______________________________________________________________________________________ 222.1.4 Teaching Strategies _______________________________________________________________________________________________ 292.2 Literature Review ___________________________________________________________________________________________________ 333. METHODOLOGY DESIGN ____________________________________________________________________________________________ 453.1 Type of Methodology _______________________________________________________________________________________________ 463.2 Research Method __________________________________________________________________________________________________ 473.3 The population _____________________________________________________________________________________________________ 513.4 Information Collection Instruments _________________________________________________________________________________ 523.5 Recipients of the Interviews ________________________________________________________________________________________ 553.6 Analysis of the Information _________________________________________________________________________________________ 563.6.1 Data Analysis _____________________________________________________________________________________________________ 564. FINDINGS ___________________________________________________________________________________________________________ 604.1 Strategies to develop speaking skill in English _______________________________________________________________________ 604.1.1 Use of technology _________________________________________________________________________________________________ 604.2 Strategy to develop writing skill in English __________________________________________________________________________ 675. DISCUSSION ________________________________________________________________________________________________________ 776. CONCLUSION _______________________________________________________________________________________________________ 857. BIBLIOGRAPHIC REFERENCES ______________________________________________________________________________________ 888. ANNEXES __________________________________________________________________________________________________________ 1058.1 Appendix 1 ________________________________________________________________________________________________________ 1058.2 Appendix 2 _______________________________________________________________________________________________________ 1058.3 Appendix 3 _______________________________________________________________________________________________________ 107La presente investigación tuvo como propósito explorar las estrategias utilizadas por un docente al momento de enseñar el idioma inglés a un niño con diagnóstico de espectro autista en el proceso de desarrollo de sus habilidades comunicativas, más específicamente sus habilidades de producción (writing and speaking). El estudio fue realizado en la Institución Educativa Santa Rosa de Lima, institución pública de la ciudad de Montería, con un estudiante de nueve años diagnosticado con Autismo Leve. Efectuando una descripción completa del proceso de desarrollo de las habilidades comunicativa, se realizaron observaciones de clase, entrevistas semiestructuradas a la docente del grupo y al estudiante autista para conocer más sobre el contexto educativo y su involucramiento en su proceso de aprendizaje de la lengua inglesa. Del mismo modo, se revisaron la guía didáctica utilizada por la profesora para impartir sus clases de inglés, y el PEI de la institución para conocer si la institución educativa cuenta con las políticas inclusivas necesarias para los estudiantes con diversidad; entre ellos, autismo. Los hallazgos permitieron conocer la estrategia usada por la docente para desarrollar la habilidad de habla en inglés, la cual es el uso de tecnologías enfocadas en juegos online para lograr el desarrollo del estudiante con la habilidad de habla. Del mismo modo, se encontró que la docente con respecto a la habilidad de escritura con el estudiante autista, se reflejan análisis donde existe un alto porcentaje de enseñanza de vocabulario aislado, con lo que se observa del desarrollo del estudiante con la habilidad de escritura, el estudiante no es capaz de desarrollar su habilidad de escritura según los caracteres necesarios que debe tener el estudiante guiándonos de los documentos institucionales del área de inglés relacionados con la habilidad de escritura. Para concluir, esta investigación sugiere algunas referencias al trabajo del docente y que debe tener en cuenta para el desarrollo del estudiante autista en el área de inglés, estas sugerencias serán de ayuda para lograr un ambiente propicio para el desarrollo del proceso de aprendizaje del estudiante en la clase de inglés. Esto con el objetivo de brindar mayor información sobre las estrategias de enseñanza que pueden ser utilizadas por los docentes de inglés para lograr que los estudiantes con Autismo desarrollen de forma favorable las habilidades comunicativas y que puedan ser consideradas para el desarrollo del ejercicio docente cuando sean requeridasPregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésTrabajos de Investigación y/o Extensiónapplication/pdfengCopyright Universidad de Córdoba, 2023https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2English teaching strategies to develop communication skills in Autistic childrenTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1fTexthttp://purl.org/coar/version/c_71e4c1898caa6e32Estudiante con autismoEstrategiasHabilidades comunicativasHabilidades de producción del inglésEnseñanza-aprendizajeDocentes de inglésImplicaciones pedagógicasStudent with autismstrategiescommunication skillsEnglish production skillsTeaching-learningEnglish teachersPedagogical implicationsFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaLicenciatura en Lenguas Extranjeras con Énfasis en InglésAguirre, P., Álvarez, R., Ángulo, M. DC., & Prieto, I. (2016). Manual de Atención al Alumnado con Necesidades Específicas de Apoyo Educativo Derivada de Trastornos Generales del Desarrollo. 5. Junta de Andalucía. Spain. Retrieved from https://sid-inico.usal.es/documentacion/manual-de-atencion-al-alumnado-con necesidades-especificas-de-apoyo-educativo-derivadas-de-trastornos-generales-del desarrollo/Ainscow, M. (2005). Inclusive school improvement. Pedagogy Notebooks, 349,78- 83.Álvarez-Gayou, J.L. (2005). Cómo hacer investigación cualitativa. Fundamentos y Metodología. México: Paidós.Ameen, N. (2020). Exploring Teaching Strategies For Children With Autism. [Doctoral thesis, Johannesburg: University of Johannesburg]. Available from: https://www.proquest.com/openview/2774989571f0730e8564c9090497dc45/1?pq origsite=gscholar&cbl=2026366&diss=y.Andrade-Pulido, J. (2014). Creencias sobre el uso de las tecnologías de la información y la comunicación de los docentes de educación primaria. Actualidades Investigativas en Educación, 14(2), 1-29. Recuperado de http://www.redalyc.org/pdf/447/44731371017.pdf.Arnaiz, P. (2005). Attention to diversity: Curriculum programming. Costa Rica: Distance State University (EUNED).Artigas, J., & Paula, I. (2012) .El autismo 70 años después de Leo Kanner y Hans Asperger. Rev. Asoc. Espe.Neuropsiq. 32., doi: 10.4321/S0211-57352012000300008.Autism Spectrum Disorder - Symptoms and Causes -(2021, July 29). https://www.mayoclinic.org/es-es/diseases-conditions/autism-spectrum-disorder/symptoms-causes/syc-20352928.Autism spectrum Disorder (ASD) in the education— Observatorio | Instituto para el Futuro de la Educación. (s. f.). Observatorio | Instituto para el Futuro de la Educación. https://observatorio.tec.mx/edu-news/trastorno-del-espectro-autista-tea-educacion.Barrio, J.L. (2009). Towards an inclusive education for all. Complutense Journal of Education. 20 (1). Recovered from: https://revistas.ucm.es/index.php/RCED/article/download/RCED0909120013A/ 15360.Barroso, G., & Arenas, M. (2016). Therapeutic Pedagogy within the classroom. Parents and Mothers Magazine. 385. Retrieved from: https://revistas.upcomillas.es/index.php/padresymaestros/article/viewFile/6687/6486.Beltrá, C. F. (2018). Teaching of Foreign Languages in students with Autism Spectrum Disorder. BLOG News Oppositions and Interim Labor Exchanges. Campuseducation.com. https://www.campuseducacion.com/blog/revista-digital-docente/ensenanza-lenguas-extranjeras-alumnos-trastorno-del-espectro-autista/Beltrá, C. F. (s.f.). ASD in the foreign language classroom. Are we really prepared to teach another language to our students diagnosed with autism spectrum disorder? Openwindowmagazine.es. Retrieved on October 14, 2022, from https://revistaventanaabierta.es/tea-aula-lengua-extranjera-estamos-realmente-preparados-ensenar-idioma-alumnos-diagnosticados-trastorno-del-espectro-autista/Benavides, H., & Orrego, P. (2010). Música en un niño con trastorno de espectro de autismo. Revista de la Asociación Española de Neuropsiquiatría, 147-153.Blanca Martos, M. (2019). El autismo y la enseñanza de inglés: un caso práctico [ Tesis]. España: Universidad de Jaén. Facultad de Humanidades y Ciencias de la Educación.Bosque, M. P. (2021). ¿Cómo Se Aborda La Enseñanza Del inglés Como Lengua Extranjera En Alumnado Con Trastorno Del Espectro Autista? (Publicación n.º 72982530B) [Trabajo fin de máster, Facultad De Ciencias Humanas Y De La Educación, Huesca]. forcadell aznar lucia. https://zaguan.unizar.es/record/107499/files/TAZ-TFM-2021-360.pdf.Broughton, G. (1978). Teaching English as a foreign language (2nd Edition). Routledgefalmer. https://doi.org/10.4324/9780203412541Cáceres, P. (2003). Análisis cualitativo de contenido: Una alternativa metodológica alcanzable. Psicoperspectivas, 2: 53-82.Cardona, N. (s. f.). Acquisition of English as a foreign language in students of childhood education with T.E.A (Publicación n.º 45695264-Z) [Trabajo de grado, Universitat de les Illes Balears]. Universitat de les Illes Balears. https://dspace.uib.es/xmlui/bitstream/handle/11201/155602/Cardona_Cabrera_Noralba.pdf?sequence=1.Casanova, M. A. (2011). From Special Education to Educational Inclusion. Magazine of the State School Council, 18.Corbin, J. A., & Corbin, J. A. (2016, 18 July). The 4 Types of Autism and Characteristics. Psychology and Mind. https://psicologiaymente.com/clinica/tipos-autismo.Correa, L., & Castro, M.C. (2016). Disability and social inclusion in Colombia. Alternative report of the Saldarriaga Concha Foundation to the United Nations Committee on the Rights of Persons with Disabilities. F. S. Concha, Ed. https://www.saldarriagaconcha.org/wp-content/uploads/2019/01/pcd_discacapacity_inclusion_social.pdf.Correa, L., & Rua, J. (2018). The trap of special education: detours and jurisprudential labyrinths to guarantee the right to inclusive education for Persons with Disabilities. State Law Magazine. (41), 97-128. https://doi.org/10.18601/01229893.n41.04.Crisol , M. E., Martinez, M.J., & El Homrani, M. (2015). The inclusive classroom. Didactic and organizational conditions. National magazine and iCrisol, M.E. (2015). Towards an Inclusive Classroom. Didactic and organizational conditions.Davis. R., Fletcher-Watson. S., & Digard BG (2021) Autistic People’s Access to Bilingualism and Additional Language Learning: Identifying the Barriers and Facilitators for Equal Opportunities. Front. Psychol. 12:741182. Doi: 10.3389/fpsyg.2021.741182Dialogic Multidisciplinary Journal. 12 (2). Retrieved from: https://dialnet.unirioja.es/descarga/articulo/6224439.pdf.Diazgranados, N., & Tebar, M, S (2019). La educación de las personas con trastorno del espectro autista: Colombia en los últimos 10 años. Horizontes pedagógicos. Issn-l:0123-8264, 21 (1). Retrieved from: https://horizontespedagogicos.ibero.edu.co/article/view/hop.21101/1424.Domínguez, J., Cisneros, E., Suaste, M., & Vázquez, C. (2016). Factores que impiden la integración de las TIC en las escuelas de educación básica: Una mirada desde la percepción de los profesores de ciencias y matemáticas. Revista Científica Electrónica de Educación y Comunicación en la Sociedad del Conocimiento, 2(16), 408-43. Recuperado de http://eticanet.org/ revista/index.php/eticanet/article/view/119.Domínguez. C, Romero. J. L, González. O, Piña. I (Ed.). (2019). El uso de las TIC en la Enseñanza del Inglés en las Primarias Públicas (Vol. 18, Número 36, pp. 75–94, 2019). REXE. Revista de Estudios y Experiencias en Educación,. https://doi.org/10.21703/rexe.20191836gomez4.Durga, S, S., & Rao, C, S. (2018). Developing Students Writing Skills in English: A Process Approach. Journal for Research Scholars and Professionals of English Languague Teaching. 2(6). ResearchGate. https://www.researchgate.net/publication/325489625_Developing_Students’_Writing_Skills_in_English-A_Process_ApproachEdición Medica (April 5, 2021). En Colombia no hay estadísticas oficiales acerca del autismo. Retrieved October 3, 2022, from: https://www.edicionmedica.com.co/secciones/salud-publica/-en-colombia-no-hay-estadisticas-oficiales-acerca-del-autismo-1021Egge, M. (2008). El tratamiento del niño autista. Madrid: Editorial Gredos.Epelde, E. (2009). Terapia por la pintura y psicoanálisis. Avances en Salud Mental Relacional, 8(2), 1-7.Fernández, L. (2006). ¿Cómo analizar datos cualitativos?. Butlletí LaRecerca. 7. 1-13. 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Apertura: Revista de Innovación Educativa, 8 (1), 31-47.González, T., & Cano, A. (2010). Introducción al análisis de datos de investigación cualitativa: Tipos de análisis y proceso de codificación (II). Nure Investigación. 45. 1-10. Retrieved from: https://www.nureinvestigacion.es/OJS/index.php/nure/article/view/485Hashim, H. U., Yunus, M.M., & Norman, H. (2021). English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language. Arab World English Journal, 12 (2) 22-30. DOI: https://dx.doi.org/10.24093/awej/vol12no2.2Ibrahimagic A, Petkovic N, Radic B., & Hadzic S. Communication and Language Skills of Autistic Spectrum Disorders in Children and Their Parents' Emotions. Mater Sociomed. 2021 Dec;33(4):250-256. doi: 10.5455/msm.2021.33.250-256. PMID: 35210946; PMCID: PMC8812368.Izquierdo, J., De la Cruz-Villegas, V., Aquino-Zúñiga, S., Sandoval-Caraveo, M., & García-Martínez, V. (2017). 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