Learning English: An ecological perspective of a child with autism
Date
2022-11
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Benemérita Universidad Autónoma de Puebla
Abstract
"Inclusion in the EFL classroom is probably one of the key elements in teaching a new language, because the language itself is full of different and new things for students. This investigation attempts to see how inclusive our educational system is in our country surrounding a 9-year-old boy named “Tadeo” diagnosed with Autism Spectrum Disorder (ASD). The general purpose of this study is to reaffirm how important it is to know how EFL teachers can handle situations where a kid or adult with ASD might be, by using the proper tools and terminology to create an inclusive environment for those students. Therefore, this study was built and developed through interviews made to the parents, grandmother, and teachers of the indirect participant, where three important elements were the focus. These elements were: motor, language and social aspects. With all the gathered information, analysis was made, to create an easier way to read it and fully understand the disorder. As a result, all the answers, results and evidence gave fruitful information about autism, along with the literature part of the study. Specifically, on how to manage EFL classrooms or students where ASD students may be, or students diagnosed with different disorders".
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