Teaching English as a Foreign Language in Primary Schools to Students with Autism Spectrum Disorder

Country Studied: Bosnia and Herzegovina

Types of learning difficulties the Case Study is supporting:

• Reading and writing difficulties
• Social or emotional difficulties
• General or specific learning difficulties
• Neurodevelopmental difficulties

 

The research proposal takes a case study approach focused mainly on assistance for students dealing with neurodevelopmental problems such as Autism Spectrum Disorder (ASD). It is manifested in the choice of teaching English as a Foreign Language (EFL) to pupils with autism in primary schools in Bosnia and Herzegovina and Serbia.

It addresses the following types of learning difficulties:

• Neurodevelopmental difficulties: The target population will be students with autism, a neuro-developmental disorder.
• Reading and writing difficulties: Students with autism can be assisted with these skills by applying effective techniques to teach them.
• Social or emotional difficulties: Through recognizing that the most difficult thing for autism students is social interaction and emotional regulation.

 

Aims and objectives of Case Study

The research is focused on identifying the current situation regarding EFL teaching to children with ASD in Bosnia and Herzegovina and Serbia, demonstrating the significance of specialized teaching methods as well as adequate teacher support and training so that the students with ASD can have a successful school experience and effective language learning practice.

Specifically, the case study aims to:

1. Investigate the teaching methods and approaches used by EFL teachers that teach children with autism and address the way these methods are applied in classroom setting.
2. Examine autistic children’s education in Bosnia and Herzegovina and Serbia using the context of English Foreign Language instruction, addressing any obstacles or issues that EFL teachers both communities face.
3. Consider what supports and resources are there for teachers, and how teachers are likely to develop ways to be accommodating to the individual needs of the students with autism.
4. Look at how viable inclusive education programs are in the two nations by analyzing how well the students with autism are absorbed into the mainstream classes and whether the learning needs of this group are being met.
5. Educate on the specific requirements and barriers that students with autism in the performance of EFL. The focus is on improving the teaching of this group and helping them to realize their full capabilities in acquiring the language.

 

Short description of Case Study

This case study aims to provide insights into the educational strategies and challenges in teaching EFL to children with autism in the primary schools of Bosnia and Herzegovina and Serbia, contributing to a better understanding of the needs and effective practices for educating these students.

The main goal of the research was to explore if EFL teachers utilize different teaching methods and strategies when teaching children with autism. Furthermore, the goal was to compare EFL teaching to children with autism in two different contexts, Bosnia and Herzegovina and Serbia, and determine if teachers face the same complexities. The paper’s purpose was to raise awareness of the problematic areas and conditions under which EFL teachers perform. The theoretical framework comprehensively analyzes inclusion and autism spectrum disorder, and it provides teaching methods and techniques considered to be most effective in teaching EFL to students with autism. Additionally, it deals with approaches and models of inclusion, individualization in teaching, and the necessity of parental involvement. It presents the current situation of EFL teaching to children with autism in Bosnia and Herzegovina and Serbia.

• Age: The study pertains to primary school students with autism, which generally includes children aged 6 to 14 years, depending on the specific primary education system in Bosnia and Herzegovina and Serbia.
• Duration: The exact duration of the study or observation period is not specified, but it involves an ongoing educational process and includes data collection through questionnaires and interviews with teachers, suggesting a comprehensive research period rather than a brief snapshot.
• Setting: The research takes place in primary schools in Bosnia and Herzegovina and Serbia, focusing on the inclusive education environment where English as a Foreign Language (EFL) is taught to children with autism. The setting is significant as it reflects the real-life classroom dynamics and the educational systems of the two countries, with an emphasis on understanding how inclusive education is practiced and the methodologies employed to teach EFL to students with autism spectrum disorder.

 

3 Key learning Principles that were used in this Case Study to support learners with LD

1. Individualization and Differentiation: One of the primary principles is tailoring education to meet the individual needs of each student. This includes creating personalized learning plans and adapting teaching methods and materials to accommodate the diverse learning styles, strengths, and challenges of students with LD. For children with autism, this often means providing clear, structured tasks and using visual aids or technology to enhance understanding.
2. Inclusive Education: Another principle emphasized is the integration of children with LD, including autism, in mainstream classrooms wherever possible. This involves not only physical inclusion but also creating a supportive learning environment where all students feel valued and are given equal opportunities to participate and succeed. Inclusive education encourages collaboration among all students and promotes understanding and respect for diversity.
3. Parent and Community Involvement: Engaging parents and the wider community in the educational process is a key principle. The thesis highlights the importance of parental involvement in supporting the learning and development of children with LD. Collaborating with parents, caregivers, and professionals can provide a more comprehensive support system for students, facilitating their social and academic growth.

 

These principles are foundational in creating an effective learning environment for students with learning disabilities, ensuring they receive the support they need to achieve their full potential in the EFL classroom and beyond.

 

Strategies used as part of Case Study

A range of tools (including diagnostics) was implemented to support students who have learning disabilities (LD) and those who are on the autism spectrum (ASD) in particular. These strategies include:

1. Adapting instruction to various learning styles: Teachers had multiple approaches to teaching that fit different children needs with ASD, like via visual, auditory or kinesthetic approaches. Through this, visual aids, activities and even technology were employed to ensure thorough learning process, as well as to encourage engagement.
2. Individualized Learning Plans (ILPs): The author explored how learning plans personalised to the distinct features and capabilities of each ASD student are critical for promoting their learning. The plans for building a systematic unit were usually attached to certain goals and mentioned specific methods of teaching and corrections made to promote learning.
3. Collaboration with support services and professionals: Teachers employed chronic collaboration with the staff of special education, therapists, and other assisting services to meet the needs of the students with ASD comprehensively. Through them costless consolidation of an interdisciplinary approach, our needs were met.
4. Strategies for modifying or creating teaching materials to suit different abilities: The case presented the revision of teaching documents and material to fit the capability and ability of each student. The plan was two-dimensional which included the use of simple sentences, providing clear that are easily understandable and giving resources which are arranged visibly and are predictable.
5. Creating a positive and supportive classroom environment: Schools are built upon the foundation of teachers who foster such a classroom environment that is caring, embracing, and accord with one’s unique requirements. Providing a sense of community, encouraging positive interactions among students incorporated and implementing methods of reducing student’s anxiety and stress – special of students the ASD is the part of the sentence we are talking about.
6. Other: Other students had in place the use of technologies and assistive devices to support learning, continuous professional development for teachers to upskill them on ASD and the teaching strategies respectively.

 

Results and impact

What does the assessment consist of?

The assessment in the case study consisted of several components:

1. Interviews and Questionnaires: The data (material) were collected from EFL teachers by interviews and questionnaires, which were aimed at understanding of their practices, methods and the challenges these teachers have when teaching students with ASD (autistic spectrum disorders).
2. Qualitative Data Analysis: According to the research, both qualitative and quantitative data were obtained from the teachers who were part of the program to know their methods, the classroom strategies used, and the influence of these on the students.
3. Comparative Analysis: The research included the comparison of the teaching methods and learning environments in Bosnia and Herzegovina and Serbia to find the common problems and the strategies which have shown good results in the study of the ASD students and learning English.

 

What is the level of assessment?

The level of assessment in this case study is primarily qualitative and contextual:

1. Teacher Experiences and Perceptions: During evaluation, EFL teachers share their experiences, and discussion reveals how they apply their methods on students with ASD, investigate what challenges they have and discover what they need.
2. Educational Practices and Policies: It determines the practice and policies of education as a whole, within the context of including children with ASD in Bosnia and Herzegovina and Serbia, analyzing how this affects the way students with ASD are taught and learn.
3. Classroom-Level Impact: The evaluation is focused on reviewing the ways various teaching techniques and interventions are useful to the students with autism spectrum disorder (ASD) in a second language classroom. It also considers the impact on learning and engagement.

 

The results and impact of the study are intended to inform and improve educational practices, highlight the need for specialized training and resources for teachers, and promote a more inclusive and effective learning environment for students with ASD.

 

Why can this Case Study be useful for the project research?

This case study can be highly useful for project research for several reasons:

1. Example of Inclusive Education Practices: This research might be consider as a representative examination of how EFL is empowered for kids with ASD in primary schools in Bosnia and Herzegovina and Serbia, and hence serve as a springboard for colleges and other educational establishments in the efforts to better the inclusive education system. It provides real-world illustrations of some of the challenges teachers are likely to encounter as well as teaching strategies that can assist in the development of lesson plans and teachers’ training.
2. Result of an Inspection or Evaluation: The case study may serve as a result of an inspection or evaluation which demonstrates the evolution of educational instances that take place in a setting that embrace inclusivity. It is an instrument that could help a great deal in monitoring and improving teaching strategies, the correctness of the trainings and the application of learning on an individual level.
3. Feedback from Learners: Letting students with autism speak and contribute to ASD learning experiences will become the main source of information regarding the students’ success and their views on the applied methods. Learning from such feedback is vital information for educators, both for practitioners and policy makers and can be helpful in helping them in developing educational programs that are in line with the learning needs of students with learning disabilities.
4. Part of a Research Project: This research, which has delved into all of the issues related to the EFL setting as well as the learners who are students with an autism spectrum disorder, is a worthy contribution to other research projects that aim to improve the quality of learning activities for this particular group of students. It allows for empirical data and analyses, which could then in turn be used for more research, and also policies in fields of special education and the Academic field of foreign languages.
5. An Evaluation Tool: These results, inclusive of methods, give a yardstick to compare the quality of teaching of EFL not only to students with ASD but also to other organizations similarly concerned. It is also a tool which can sensitize teachers, create better curriculum, and change the school atmosphere.

 

In conclusion, the case study provides practical and theoretical contributions to the field of education, offering a nuanced understanding of the complexities involved in teaching EFL to students with autism. Its findings can help inform future research, improve teaching practices, enhance learning outcomes, and advocate for the necessary support and resources in inclusive education settings.

 

Transferability

Here’s how the case study’s transferability could be considered in various aspects:

1. Educational Contexts: The apprehension about teaching methods, barriers encountered, and successful practices when instruction of EFL is done to students with ASD can be useful information to other countries’ educational systems and their quest to develop inclusive education. The main tenets that hold true through all settings embrace the personalized teaching approach, create a safe classroom environment, and exhibit teacher collaboration.
2. Policy and Practice: Knowledge from the case study helps policymakers, educators, and researchers in other regions to adjust the educational policy and carry out the action plan of including all learners. Such revelations serve as the bases of developing policies and practices for academicians who work with the students having ASD in diverse learning settings.
3. Professional Development: After the analysis and the sharing of pedagogical strategies and lived experiences, it can be used by educators worldwide to develop a professional development program. Through these, teachers can specialize in how they communicate with ASD students, which is the key part in language teaching.
4. Curriculum Design: The research for the case study delivers information on building curricula, which is an advantage for curriculum developers that aims to create further inclusive learning materials and programs.
5. Research and Comparative Studies: The case study can be a basis of further research in different cultural and academic conditions which involve an implementation of comparative studies focused on the search for teaching practice universality or specificity for the special-needs students.

 

Resources used as part of Case Study

https://www.ccsenet.org/journal/index.php/elt/article/view/36056

The thesis discusses various resources and methodologies used in teaching EFL to students with autism, including the use of assistive technologies.

1. Assistive Technologies for Language Instruction:

• • Text-to-Speech (TTS) Software: Helps students with reading difficulties by converting written text into spoken words, aiding in understanding and language acquisition.
  • Speech-to-Text (STT) Software: Assists students with writing difficulties by allowing them to speak into a microphone and have their words converted into text.
  • Visual Scheduling Apps: These can help students with ASD understand daily routines and schedules, reducing anxiety and aiding in classroom management.
  • Interactive Learning Platforms: Such as tablets and smartboards, which can run educational apps designed to enhance language learning through interactive activities.

 

2. Educational Materials and Resources:

• • Customized Learning Materials: Tailored content that matches the learning needs and levels of students with ASD, often incorporating visual aids and clear, straightforward language.
  • Social Stories: Short descriptions of situations, events, or activities, including specific information about what to expect in those situations and why, which can be very helpful for teaching social and language skills to students with ASD.

 

3. Collaboration and Support Networks:

• • Working with speech and language therapists, psychologists, and other specialists to develop and implement effective teaching strategies.
  • Connecting with online forums, educational websites, and professional networks that focus on special education and EFL teaching.

 

Critical issues

The complex problems that the case shows include several sides. Such problems include that within the education system, the classroom situation as well as the unique situation of ASD students.

1. Lack of Specialized Training for Teachers: The first challenge is that EFL teachers are often not trained in ASD-specific strategies to effectively teach children with this disorder. This entails recognizing special learning approaches for ASD, speech obstacles, and the right adjustments to enhance learning effectiveness.
2. Inadequate Resources and Support: Among the resources like assistive technologies, customized teaching materials, and aides or therapists that are necessary for helping the learning difficulties of ASD students, schools can hardly have enough money to buy them.
3. Inconsistent Inclusive Education Practices: The level of implementation of inclusive education can be significantly different between the schools with some being highly integrated while others may still struggle to setup an adequate inclusive setting. Such inconsistencies result in inadequate education of majority of ASD students.
4. Communication Challenges: Communication as well as native language is often a significant challenge for ASD students. This makes it difficult for them to participate fully in language learning activities and interact with other learners and teachers.
5. Social Integration: The establishment of a sympathetic classroom atmosphere where students with ASD are readily accepted by their peers can be a daunting prospect for teachers. In language learning settings these student might be grappling with the social nuances and group dynamics what sometimes reinforce the sense of loneliness.
6. Curriculum Adaptation: Changing the EFL curriculum with the diverse and special needs of ASD students is a tough and complicated task, it needs to make class plans individualized that can be difficult to actually perform correctly.
7. Parent and Community Involvement: It is important to engage parents and the community at large in education but this is a challenge. Communication channels and partnerships which work must be sought for supporting students.

 

Any additional learning that we can take from this Case Study, example:

1. Importance of Early Intervention and Continuous Support: Early intervention and educational support for students with autism spectrum disorder can dramatically change students’ willingness to learn the English language.
2. The Role of Environment in Learning: The central characteristics of the learning environment factors social and physical elements to the educational outcomes of children with ASD. A regimented, planned, and supportive environment can extremely contribute to enhancing their academic growth.
3. Benefit of Multidisciplinary Approach: Working together in partnership with a group of professionals from diverse fields such as special education, psychology, and speech and language therapy will help generate a comprehensive educational approach to ASD students.
4. Customization and Flexibility in Teaching: Flexible teaching methods and curriculum modifications have to be designed in a systematic way as ASD students have diverse learning needs. Personalized teaching methods that depend upon students learning archetypes generate better learning outcomes and commitment.
5. Inclusion vs. Quality of Education: Of all the things that should be put in place, education in an inclusive setting must be critically deliberated on Not only integrating children with autism into the mainstream classrooms but providing quality education to meet the established requirements of these students should be the meaning of inclusion.
6. Professional Development for Educators: Regular professional development becomes the best way of orienting teachers to the art of teaching ASD students, including unveiling their specific needs and incorporating most effective tools in language teaching.
7. Engagement with Parents and Caregivers: The active participation of parents which is coordinated with caregivers in the educational process can be a game-changer for children with ASD. Hence the partnership provides for continuity of care both at home and within the school.
8. Research and Evidence-Based Practices: In case study findings remind that research has to be conducted as a continuous procedure, and data-evident decisions are simply a must within educational environments.

 

Any Additional Information or Resources

Technology and Tools

• Assistive Technologies: Tools like Kurzweil 3000, Dragon NaturallySpeaking, and Proloquo2Go for students with reading and speech difficulties.
• Educational Apps: Apps like Endless Reader, Khan Academy Kids, and Prodigy Math can be tailored to the learning needs of students with ASD.

 

Networking and Communities

• Special Education Networks: Engage with professional networks or forums focused on special education to exchange ideas, experiences, and best practices.
• Parent and Teacher Associations: Collaborate with PTAs or other community groups to gain insights and support for inclusive education initiatives.

 

Advocacy

• Advocacy Groups: Connect with advocacy groups that work towards improving education for students with ASD to stay informed about the latest research, policies, and practices.