THE INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER IN THE ENGLISH CLASSROOM: AN INTERVENTION PROJECT

Abstract

This End of Degree Project is aimed to analyse the main scientific evidence regarding the inclusion of students with Autism Spectrum Disorder in the learning of English as a Foreign Language in Primary Education and to develop an intervention project based on this evidence. To this end, a theoretical review is conducted on the characteristics and educational needs of these pupils as well as on various inclusive methodological strategies aimed at promoting their participation and access to learning within the mainstream classroom. Furthermore, the main barriers that might arise in learning English and the regulatory framework underpinning an appropriate inclusive educational response are analysed. Based on this foundation, an intervention project was designed and implemented, focusing on the teaching of basic vocabulary through visual aids, structured routines, movement-based activities and educational scaffolding strategies. The intervention took in Primary Education within the English area. The results obtained primarily showed an improvement in student participation and comprehension of the vocabulary worked amongst other things, with particular emphasis on the usefulness of visual resources and structured activities promoting learning. In addition, the project highlighted the importance of adapting methodologies to the characteristics and needs of pupils with ASD. It is concluded that teaching English to students with ASD requires structured, flexible and adapted planning tailored to their specific needs, and the use of inclusive strategies promotes both learning and engagement in the classroom. The results obtained support the importance of incorporating such strategies and active methodologies as facilitators of the teaching-learning process.