The use of Assistive Technology to teach English to students with Autism

Christian Fernando Moreno Delgado, Martha Amelia Castillo Noriega

Resumen


This mixed-method case study aims to primarily provide insights of implementing the Pixton app in the English language teaching and learning process for a student diagnosed with autism spectrum disorder (ASD) as assistive technology in an individualized intervention. The participant in the study, J., a 14-year-old student attending regular classes at a private school in Guayaquil, has had ASD since birth. The study consisted of implementing a three-week plan. This intervention comprised accommodations in the English language class that demanded the reinforcement of receptive skills (listening and reading) to later show his writing production through the Pixton app. This formative process was measured through an observation sheet, an interview, and a survey over three weeks. Overall results showed that the improvement of indicators like expanded memory, good behavior, and safe learning, while others remained the same. Part of the limitations found during the implementation was related to the communication per se with the student and their peers, and the cost of affording the tools considered for this study. This intervention offers a new view in Ecuadorian scenarios regarding individual interventions related to inclusive education

Palabras clave


Autism Spectrum Disorder; Assisted Technology; English language class, Individual Intervention

Texto completo:

PDF HTML

Referencias


Batool, H., Noor, A., & Noreen, R. (2022). Autism and Scaffolding Language Learning: A Case Study of Two Children with Autism. Obtenido de Journal of Early Childhood Care & Education : https://ojs.aiou.edu.pk/index.php/ecce/article/view/800

Drigas, A., & Pergantis, P. (2023). Assistive technology for autism spectrum disorder children that experiences stress and anxiety. Obtenido de Brazilian Journal of Science: https://doi.org/10.14295/bjs.v2i12.426

Hays, H. (2022). Autism Children and English Vocabulary Learning: A Qualitative Inquiry of the Challenges They Face in Their English Vocabulary Learning Journey. Obtenido de Children: https://doi.org/10.3390/children9050628

Lang, R. (2014). Assistive Technologies for People with Diverse Abilities. Springer.

Lina, J., & Filippo, S. (2019). A Review of the State-of-the-Art of Assistive Technology for People with ASD in the Workplace and in Everyday Life. Obtenido de 18th Conference on e-Business, e-Services and e-Society (I3E), Sep 2019, Trondheim, Norway: https://link.springer.com/chapter/10.1007/978-3-030-29374-1_42

Merrill, A. (2015). Linking theories to practice: exploring theory of mind, weak central cohesion, and executive functioning in ASD. Obtenido de The Reporter E-Newsletter: https://www.iidc.indiana.edu/pages/linking-theories-to-practice

Merrill, A. (s.f.). Exploring Theory of Mind, Weak Central Cohesion, and Executive Functioning in ASD. Obtenido de Reading Rockets Launching Young Readers: https://www.readingrockets.org/topics/autism-spectrum-disorder/articles/exploring-theory-mind-weak-central-cohesion-and-executive#:~:text=The%20WCC%20theory%20suggests%20that,the%20forest%20through%20the%20trees.%E2%80%9D

Mottron, L., Ostrolenk, A., & Gagnon, D. (2021). In Prototypical Autism, the Genetic Ability to Learn Language Is Triggered by Structured Information, Not Only by Exposure. Obtenido de Genes: https://www.mdpi.com/2073-4425/12/8/1112

Organización Mundial de la Salud. (2023). Autismo. Obtenido de https://www.who.int/es/news-room/fact-sheets/detail/autism-spectrum-disorders

Suksela, K. (2023). Learning and Learning Styles According to David Kolb. Educia Journal, págs. file:///C:/Users/Usuario/Downloads/SUKSELA-KEMHUY.pdf.

Zainal Abidin, A., & Arham, M. (2023). Improving Students' English Learning Outcomes through Video Based Learning Model. Educia Journal, págs. file:///C:/Users/Usuario/Downloads/ASRIANA-ZAINAL-ABIDIN.pdf.

Zuraida, I., Juliana, M., Noordiana, K., & Ida Aryanie, B. (2023). The Assistive Technology for Teaching and Learning of Social Skills for Autism Spectrum Disorder Children: Multimedia Interactive Social Skills Module Application. European Journal of Educational Research, págs. https://pdf.eu-jer.com/EU-JER_12_3_1465.pdf.




DOI: https://doi.org/10.23857/pc.v9i3.6878

Enlaces de Referencia

  • Por el momento, no existen enlaces de referencia
';

Bookmark and Share




Polo del Conocimiento              

Revista Científico-Académica Multidisciplinaria

ISSN: 2550-682X

Casa Editora del Polo                                                 

Manta - Ecuador       

Dirección: Ciudadela El Palmar, II Etapa,  Manta - Manabí - Ecuador.

Código Postal: 130801

Teléfonos: 056051775/0991871420

Email: polodelconocimientorevista@gmail.com / director@polodelconocimiento.com

URL: https://www.polodelconocimiento.com/