Teaching Prepositions to Early Childhood Education Students with Autism: Strategies, Challenges, and Collaboration
Jabriel Caleb Dailo2023, Zenodo (CERN European Organization for Nuclear Research)
Sign up for access to the world's latest research
checkGet notified about relevant papers
checkSave papers to use in your research
checkJoin the discussion with peers
checkTrack your impact
Abstract
Teaching strategies that can be used in teaching prepositions in early childhood education (ECE) learners with autism spectrum disorder (ASD). Using a qualitative narrative research design, accounts from teachers who teach prepositions to early childhood education learners with ASD in selected private schools in Metro Manila were collected to identify specific teaching strategies utilized in classrooms. It is imperative to teach prepositions to ECE learners with ASD, as it accounts for the improvement of adaptive skills including navigating, doing spatial tasks, locating the placement of an object or person, and improving communication skills. Semi-structured interview questions were prepared before the one-on-one interview sessions with the teachers. Findings show that the use of visual aids, repetition, and a naturalistic approach are the most utilized strategies used in teaching prepositions to ECE learners with ASD. Teacher collaboration and the present level of performance of the child are the basis for the implementation of the teaching strategies. Research in teaching essential concepts of the English language to learners with additional needs is necessary to bridge the gap between teaching strategies and learners' acquisition of knowledge.
Related papers
English Language Teaching Strategy for ASD (Autism Spectrum Disorder) Students
Linguists : Journal Of Linguistics and Language Teaching, 2021
This study aimed at investigating the realization of English language teaching strategies for Autism Spectrum Disorder (ASD) students, especially in terms of the implementation of teaching strategies. This study took place at SMPLB of Curup, Bengkulu, Indonesia. There was only one English teacher who taught ASD students, and the teacher was involved as the subject of this study. The data were garnered form interviews and document analysis. The data were further analyzed using an interactive model extending to data collection, data condensation, data display, and drawing conclusions. The results showed that the teacher used three strategies in teaching children with autism, namely developing oral language comprehension, echolalia, and communication skills enhancement through the PECS method. In addition, the teacher also modified the form of the strategy according to the needs of students with autism.
Examination of efficacious, efficient, and socially valid error-correction procedures to teach sight words and prepositions to children with autism spectrum disorder
Journal of Applied Behavior Analysis, 2016
Prior research shows that learners have idiosyncratic responses to error-correction procedures during instruction. Thus, assessments that identify error-correction strategies to include in instruction can aid practitioners in selecting individualized, efficacious, and efficient interventions. The current investigation conducted an assessment to compare 5 error-correction procedures that have been evaluated in the extant literature and are common in instructional practice for children with autism spectrum disorder (ASD). Results showed that the assessment identified efficacious and efficient error-correction procedures for all participants, and 1 procedure was efficient for 4 of the 5 participants. To examine the social validity of error-correction procedures, participants selected among efficacious and efficient interventions in a concurrent-chains assessment. We discuss the results in relation to prior research on error-correction procedures and current instructional practices for learners with ASD.
Effects of Direct Instruction on the Acquisition of Prepositions by Students with Intellectual Disabilities
Some students with intellectual disabilities require explicit instruction of language skills, including preposition use; however, little is known about effective ways to teach preposition use to this population. This study examined direct instruction (DI) to teach students to use and respond to prepositions. Results indicated that DI was an effective way to teach prepositions. Limitations and directions for future research are discussed.
English language teaching for Autism Spectrum Disorders (ASD) learners during pandemic era
ELT Forum: Journal of English Language Teaching, 2021
An Autistic child is a child who has special needs and developmental disorders. Therefore, in the teaching learning process, teachers who teach ASD learners need to have some knowledge of students’ needs. The objections of this study are to explain the implementation of English language teaching for ASD learners during the pandemic era and parents’ role in helping ASD learners understand English. This research employed qualitative research. The researchers applied observation, depth interview and documentation in data collection. The results showed that 1) the English language teaching process for ASD at RBA during the pandemic era applied offline and online learning mode. The material of English language teaching for ASD learners was based on the level of ASD diagnosis. The teachers used direct method, TPR, and Lexical method in offline learning, but for online learning, they used Direct and lexical methods. The teachers also utilised pictures or flashcards in offline learning wher...
English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language
Arab World English Journal, 2021
To this date, there has been an increasing number of children across the globe diagnosed with an autism spectrum disorder. There has been much literature that discussed the issues and obstacles common learners face in their English language learning journey. Yet, not much spotlight and acknowledgment were given to the learners with Autism in their voyage of English language learning. In conjunction to that, this paper intends to investigate the obstacles that the learners with Autism face in their English as secondary language learning. In addition to that, teachers are not to be forgotten as teachers are also believed to be playing a role in learners with Autism's English as a second language(ESL) learning process which is why this research also intends to investigate the challenges faced by the teachers who are in charge of teaching learners with Autism. A qualitative research with the observation and interview as the instruments represents this research. This research involved two Autism Centres located in an urban area in Malaysia. The observation and interviews were conducted with forty-five learners with Autism and fourteen teachers. The findings have gathered that the world of Autism Spectrum Disorder is indeed full of obstacles and challenges but none that could not be overcome. It is believed that this research will provide a better insight of the real world of ESL teaching and learning among learners with Autism. Discussions and recommendations are further explained in this research.
Basic "Stroke Approach" in Pre Written Proficiency Among Autism Children at Quranis Learning Center in Tawau Sabah
CERN European Organization for Nuclear Research - Zenodo, 2017
Pre-writing skills are skills that involve sensory motor skills in fine motor control in the early childhood education. It can help children at an early stage in the strengthening of language proficiency through the aspects of writing. However, for children with autism, it is indeed a challenge to teach them the basic in pre-writing skills. An approach in using the basic strokes to teach basic Pre-writing skills to 8 autistic children in the Quranis Tawau learning center was conducted to help children through the early stage learning intervention. Introduction of basic stroke like sticks, humps and doughnuts are used as the basis of pre-writing skills used in the childhood learning activities. It is hope that the activities introduced can help in the early intervention of autistic children in the development of writing skills. In addition it can assist teachers in special education and early children education improved their teaching techniques in pre-writing skills that could be applied on children with autism in the future.
Autism Children and English Vocabulary Learning: A Qualitative Inquiry of the Challenges They Face in Their English Vocabulary Learning Journey
Children
Language learning is one of the most important aspects of an individual’s life development and growth. Normal learners’ English language acquisition differs depending on their preferences and learning styles. Children with autism, on the other hand, appear to have different learning methods and routines. There has been a lot of previous work on the language learning styles of normal learners, but not much on the language learning path of children with autism. Due to that, this study aims at investigating the challenges children with autism face in their English vocabulary learning. Observations and focus group discussions were conducted with 45 children with autism, 4 autism education teachers, 2 occupational therapists and a parent of children with mild autism children to investigate the challenges autism children face in their vocabulary learning. The findings have gathered that autistic children encounter a few challenges occasionally in their English vocabulary learning journey....
Variability of input in preposition learning by preschoolers with developmental language disorder and typically-developing language
Child Language Teaching and Therapy, 2019
The purpose of this study was to investigate the role of variability in teaching prepositions to preschoolers with typical development (TD) and developmental language disorder (DLD). Input variability during teaching can enhance learning, but is target dependent. We hypothesized that high variability of objects would improve preposition learning. We also examined other characteristics (e.g. vocabulary skills) of children who responded to treatment. We used a case series design, repeated across children ( n = 18) to contrast how preschoolers learned prepositions in conditions that manipulated variability of objects and labels across three treatment sessions. We contrasted a high versus low variability condition for objects and labels for one group of typically-developing (TD) children ( n = 6). In other groups (TD, n = 6; DLD, n = 6), we contrasted high versus low object variability only. Visual inspection and descriptive statistics were used to characterize gains. Half ( n = 3) of T...
Strategies In Teaching English For Autistic StudentsOf Seventh Grade Of Smplbn JeparaIn Academic Year 2015/2016
2016
Autistic students are student with neuro-developmental characteristics by impaired communication and sosial behaviour, as the impact of that situation students have dificulties in their learning process. In delivering materials the teacher must have suitable strategies, good materials to make the students interesting, feel happy and get early help in teaching learning process, when it is necessary. The purpose of this study is to know the strategies used by the teacher in step of teaching English for autistic students of seventh grade of SMPLB 1 Jepara in academic year 2015/2016. This study uses qualitative case study because the data was collected with observation sheet in describing form, this research focuses on strategies used by teacher in teaching English for autistic students The result of this study showed the teacher’s strategies used by teacher in teaching and learning process at seventh grade students of SMPLB 1 Jepara in academic year 2015/2016. From the finding of the r...
Assessment of Trainers' Knowledge about Pragmatic Language for Children with Autism Spectrum Disorder
Pakistan Journal of Medical and Health Sciences
Background: Pragmatic consider an important part of the conversation. Children with autism have delay in the early language milestones based on standardized language tests. Study aimed: To assess the level of trainers' knowledge about pragmatic language for children with autism spectrum disorder, and to find out relationships between trainers’ knowledge and their demographic characteristics. Methodology: Using the pre-experimental design of the current study, for one group of 47 trainers working at the private Autism Centers in Baghdad, data was collected from January 8/ 2022 to February 13 /2022. Using non-probability samples (convenient samples), self-management technology in which trainers fill out the questionnaire form themselves was used in the data collection process; it was analyzed through descriptive and inference statistics. Conclusion: The study concluded that there was no significant or weak correlation between the trainer's knowledge and socio-demographic chara...
Related topics
Related papers
Teaching Vocabulary to a Student with High Functioning Autism Teaching Vocabulary to a Student with High Functioning Autism in the Inclusive School Teaching Vocabulary to a Student with High Functioning Autism
ELITE JOURNAL: Journal of English Linguistics, Literature, and Education, 2018
The objective of this research is to explore the implementation of teaching vocabulary to a student with high-functioning autism, student A, at one of inclusive elementary schools in Surakarta. The method used for the research was case study. The finding of the research revealed the description of the implementation of teaching vocabulary to the student A and the supporting components of teaching vocabulary to the student A in the first grade at one of inclusive elementary schools in Surakarta. To sum up, the English teachers who teach the students with autism are supposed to: (1) employ more pictures because they are effective to teach meaning of words to the autistic students; (2) apply read-aloud event since it can improve the autistic students' pronunciation; (3) utilize a white board to facilitate teaching spelling of words to the autistic students; and (4) provide more examples of words uses in sentences to teach words uses.
Evaluation of an Explicit Instructional Approach to Teach Grammatical Forms to Children With Low-Symptom Severity Autism Spectrum Disorder
American Journal of Speech-Language Pathology, 2019
Purpose Weaknesses in the use of grammatical forms may reduce the functional use of language for verbally expressive children with autism spectrum disorder (ASD) and exacerbate difficulties with academic and social skill development. This early efficacy study evaluated a combined explicit–implicit instructional approach to teach novel grammatical forms to children with ASD. Method Seventeen children with ASD between the ages of 4 and 10 years who demonstrated weaknesses in expressive grammatical language completed 2 tasks, each targeting a different novel grammatical form. One form was a gender marking, which required the child to modify the verb if the sentence subject was a boy. The other form was a person marking, which required the child to modify the verb if the sentence subject was the 1st person, “I.” Each form was targeted using implicit-only instruction or combined explicit–implicit instruction. With implicit-only instruction, the examiner presented models and recasts of th...
EMPOWRING LANGUAGE LEARNERS WITH AUTISM: USING THE POWR METHOD TO BOOST COMMUNICATION IN THE CLASSROOM
Difference and Disability Matters, 2022
Communicating in a foreign language can be stressful for anyone in the early stages of proficiency. Whether it is through speaking or writing, individuals are presenting to an audience an intimate view of their ability to use the target language to convey their thoughts. The stress associated with communication can be more prevalent in individuals with autism (Fahim & Nedwick, 2014). This stress is problematic due to the dependency foreign language proficiency development has on productive skills (speaking and writing). In instructional settings, productive skills can be developed through communicative strategies (Komariah et al., 2020). So, it is essential for language teachers to teach such strategies, which could be problematic for language learners with autism.
Designing a New Environment and a New Technique Substantiated with Authentic and Visual Materials in Teaching English Vocabulary to Children with Autism
PEOPLE: International Journal of Social Sciences, 2018
Communication and learning problems occurs very early in development and serves many functions for the young autistic child. It has been implicated in the development of social, cognitive, and language skills. Processing information that is presented via the visual modality reinforces learning (Courchesne et al. 1994; Dubois & Vail, 2001). A substantial number of children with autism fail to develop these important skill and therefore experimenters with both developmental and behavior analytic perspectives have researched methods to teach with the help of visuals, videos and authentic materials in learning environment. It has been used and suggested by many research that visually presented material be used for educating children with autism (Schopler, Mesibov, & Hearsey, 1995). The purpose of this case study was to extend the analysis of typical development of social and communicative skills to the teaching of English with the help of visual, authentic materials and videos to the children with autism. Data from case study of four children with autism are provided.
Investigating the Methods of Teaching English as a Foreign Language to Students with Autism Spectrum Disorder
Journal of Modern Rehabilitation (JMR), 2024
Teaching foreign languages, such as English, as an international language, to children with autism spectrum disorder (ASD) has been considered by the researchers of language instruction, language learning, and teachers of children with special needs. The population of children diagnosed with autism is rapidly growing and they must have similar opportunities for enhancing life skills, education, successful interactions, and universal communicative skills. Materials and Methods: This study reviews and discusses the findings of past studies that investigated effective ways and efficient methods for teaching these children English as a foreign language. Results: Although there has been restricted literature throughout the world, the reviewed studies demonstrated improvement of English language learning by suitable strategies and various methods, including pictures representing, humanoid robots, Montessori-oriented methods, applied behavior analysis (ABA), cognitive method, the picture exchange communication system (PECS), well-designed educational environments, mixed methods and strategies, speech therapy, media, total physical response (TPR), and individualized education plan (IEP). Conclusion: This narrative review encourages various interventions and integrated methods for teaching the English language to autistic children, considering their differences from diverse aspects.
Helpful Practices in Teaching Sight Vocabulary to ESL Students with Autism The Malaysian Experience
This paper presents the findings of a qualitative investigation into the practices that teachers used in teaching sight vocabulary to four primary school ESL students with autism in inclusive setting. Data consisted of field notes collected during classroom observations, interviews with teachers, and document analysis. The findings suggested that helpful practices were those that corresponded with the student participants' learning characteristics. Data also revealed that practices that were explicit and presented in sequential steps appeared to be favourable in enhancing the students' learning. Besides explicitl y teaching sight words, the use of L1 appeared to be promising in helping the students acquire sight vocabulary. The findings from the study could provide teachers insights into the practices that support the learning of students with autism.
LANGUAGE TEACHING IN THE WORLD OF AUTISM
LANGUAGE TEACHING IN THE WORLD OF AUTISM, 2012
Living with an autistic person means understanding their world. We have to provide an autistic child a language that allows them to interact with the world and find a meaning in life.
Language Development and Classroom Instruction for Children with Autism
Autism is a developmental disorder characterised by impairments in social reciprocity and communication, and the presence of restricted or repetitive activities. In this paper, the writer addresses the challenge of studying language development in children who lack the basic motivation to communicate with others, even when they may have acquired some linguistic competence. The writer begins with a description of the disorder and an overview of the kinds of language deficits that have been identified in autism. Then, the writer explores elaboration dealing with the communication and language development in autism spectrum disorders. In the final section of the chapter, the writer explores the possibility of classroom instructional approaches to children with autism that may help shed further light on the mysteries of why children with autism seem to have such limited interest or ability to communicate with others.
English Language Learners on the Autism Spectrum: Identifying Gaps in Learning
2015
In choosing to write my capstone, I decided to select something that was close to my heart. I have an eleven-year-old son who was diagnosed on the autism spectrum when he was five years old, although I have been dealing with this disability since he was 15 months. Autism spectrum disorders (ASDs) are a group of developmental delays that can cause significant social, communication and behavioral changes. (Centers for Disease Control and Prevention [CDC], 2015). I researched therapies and various educational learning programs for a child on the spectrum, talked to doctors, therapists, educators, and other parents to figure out what I needed to do to ensure that my child had the best possible opportunity for a normal life. One of the main things that I learned was that I could not be hands-off. I had to pull up my sleeves and get in the trenches to advocate for my son if he was going to have a chance at success in life. In essence, I became a speech pathologist, an occupational therapist, a teacher of preschool, and a dietician among other things. He only went to see his therapists and educators part of the time, so it was my duty to fill in the gaps. Fortunately, one certainty for us was effective communication; English is our native language, the dominant language of the United States, so there was an understanding among us-me, my son, his doctors, his teachers, and his therapists. I am an English as a second language (ESL) instructor. I have been teaching adults in the college environment for over ten years. During this time, I had the pleasure of instructing some
Teaching English to a Student with Autism Spectrum Disorder in Regular Classroom in Indonesia
International Journal of Instruction
The recognition of students with special needs has been increasing significantly in Indonesia recently and the better understanding as well as supportive school programs is urgently needed. It was found out that schools and teachers in Indonesia had very limited preparedness either in teaching skills or material development to meet the actual needs of the students. This study then aimed at investigating appropriate strategies of teaching English to a student with Autistic Spectrum Disorder (ASD) included in a regular classroom. This research was in the form of a case study conducted in North Bali Bilingual School. The data were collected through observations and interviews. The findings show that the Individual Education Plan (IEP) provided with visual media through co-teaching, differentiated instruction and also through a "buddy program" are found appropriate to help the student learn English as a foreign language. These strategies are effective to be implemented in an inclusive classroom program.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.