PublicaciĆ³n:
English teaching strategies to develop communication skills in Autistic children

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dc.contributor.advisorHerrera Naranjo, Solspa
dc.contributor.authorPiƱeres Polo, Natalia Isabel
dc.date.accessioned2023-07-13T19:17:51Z
dc.date.available2023-07-13T19:17:51Z
dc.date.issued2023-07-11
dc.description.abstractThe purpose of this research was to explore the strategies used by a teacher when teaching English to a child diagnosed with autism spectrum in the process of developing their communication skills, more specifically their production skills (writing and speaking). The study was conducted at the Santa Rosa de Lima Educational Institution, a public institution in the city of Monteria, with a nine-year-old student diagnosed with Mild Autism. Making a complete description of the process of developing communication skills, class observations, semi-structured interviews with the teacher of the group and the autistic student were conducted to learn more about the educational context and their involvement in their learning process of the English language. In the same way, the didactic guides used by the teacher to teach her English classes and the PEI of the institution were reviewed to find out if the educational institution has the necessary inclusive policies for students with diversity, including autism. The findings allowed us to know the strategy used by the teacher to develop the speaking skill in English, which is the use of technologies focused on online games to achieve the development of the student with the speaking skill. In the same way, it was found that the teacher with respect to the writing skill with Autistic student, analyses are reflected where there is a high percentage of isolated vocabulary teaching with what is observed of the student's development with the writing skill, the student is not capable of developing his writing skill according to the necessary characters that the student must have, guiding us from the institutional documents of the English area related to writing skill. To conclude, this research suggests some references to the work of the teacher and that should be considered for the development of the autistic student in the English subject, these suggestions will help to achieve an environment conducive to the development of the student's learning process in English class. This is with the aim of providing more information on the teaching strategies that can be used by English teachers to ensure that students with Autism favorably develop communication skills and that they can be considered for the development of the teaching exercise when required.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Ɖnfasis en InglĆ©sspa
dc.description.modalityTrabajos de InvestigaciĆ³n y/o ExtensiĆ³nspa
dc.description.resumenLa presente investigaciĆ³n tuvo como propĆ³sito explorar las estrategias utilizadas por un docente al momento de enseƱar el idioma inglĆ©s a un niƱo con diagnĆ³stico de espectro autista en el proceso de desarrollo de sus habilidades comunicativas, mĆ”s especĆ­ficamente sus habilidades de producciĆ³n (writing and speaking). El estudio fue realizado en la InstituciĆ³n Educativa Santa Rosa de Lima, instituciĆ³n pĆŗblica de la ciudad de MonterĆ­a, con un estudiante de nueve aƱos diagnosticado con Autismo Leve. Efectuando una descripciĆ³n completa del proceso de desarrollo de las habilidades comunicativa, se realizaron observaciones de clase, entrevistas semiestructuradas a la docente del grupo y al estudiante autista para conocer mĆ”s sobre el contexto educativo y su involucramiento en su proceso de aprendizaje de la lengua inglesa. Del mismo modo, se revisaron la guĆ­a didĆ”ctica utilizada por la profesora para impartir sus clases de inglĆ©s, y el PEI de la instituciĆ³n para conocer si la instituciĆ³n educativa cuenta con las polĆ­ticas inclusivas necesarias para los estudiantes con diversidad; entre ellos, autismo. Los hallazgos permitieron conocer la estrategia usada por la docente para desarrollar la habilidad de habla en inglĆ©s, la cual es el uso de tecnologĆ­as enfocadas en juegos online para lograr el desarrollo del estudiante con la habilidad de habla. Del mismo modo, se encontrĆ³ que la docente con respecto a la habilidad de escritura con el estudiante autista, se reflejan anĆ”lisis donde existe un alto porcentaje de enseƱanza de vocabulario aislado, con lo que se observa del desarrollo del estudiante con la habilidad de escritura, el estudiante no es capaz de desarrollar su habilidad de escritura segĆŗn los caracteres necesarios que debe tener el estudiante guiĆ”ndonos de los documentos institucionales del Ć”rea de inglĆ©s relacionados con la habilidad de escritura. Para concluir, esta investigaciĆ³n sugiere algunas referencias al trabajo del docente y que debe tener en cuenta para el desarrollo del estudiante autista en el Ć”rea de inglĆ©s, estas sugerencias serĆ”n de ayuda para lograr un ambiente propicio para el desarrollo del proceso de aprendizaje del estudiante en la clase de inglĆ©s. Esto con el objetivo de brindar mayor informaciĆ³n sobre las estrategias de enseƱanza que pueden ser utilizadas por los docentes de inglĆ©s para lograr que los estudiantes con Autismo desarrollen de forma favorable las habilidades comunicativas y que puedan ser consideradas para el desarrollo del ejercicio docente cuando sean requeridasspa
dc.description.tableofcontentsResumen ______________________________________________________________________________________________________________ 6spa
dc.description.tableofcontentsAbstract _______________________________________________________________________________________________________________ 8spa
dc.description.tableofcontents1. INTRODUCTION _____________________________________________________________________________________________________ 10spa
dc.description.tableofcontents2. THEORETICAL FRAMEWORK ________________________________________________________________________________________ 15spa
dc.description.tableofcontents2.1. Conceptual Framework ____________________________________________________________________________________________ 15spa
dc.description.tableofcontents2.1.1. Autism Spectrum Disorder ________________________________________________________________________________________ 16spa
dc.description.tableofcontents2.1.2. Development of Communicative Skill _____________________________________________________________________________ 20spa
dc.description.tableofcontents2.1.3. English Language Learning _______________________________________________________________________________________ 22spa
dc.description.tableofcontents2.1.4 Teaching Strategies _______________________________________________________________________________________________ 29spa
dc.description.tableofcontents2.2 Literature Review ___________________________________________________________________________________________________ 33spa
dc.description.tableofcontents3. METHODOLOGY DESIGN ____________________________________________________________________________________________ 45spa
dc.description.tableofcontents3.1 Type of Methodology _______________________________________________________________________________________________ 46spa
dc.description.tableofcontents3.2 Research Method __________________________________________________________________________________________________ 47spa
dc.description.tableofcontents3.3 The population _____________________________________________________________________________________________________ 51spa
dc.description.tableofcontents3.4 Information Collection Instruments _________________________________________________________________________________ 52spa
dc.description.tableofcontents3.5 Recipients of the Interviews ________________________________________________________________________________________ 55spa
dc.description.tableofcontents3.6 Analysis of the Information _________________________________________________________________________________________ 56spa
dc.description.tableofcontents3.6.1 Data Analysis _____________________________________________________________________________________________________ 56spa
dc.description.tableofcontents4. FINDINGS ___________________________________________________________________________________________________________ 60spa
dc.description.tableofcontents4.1 Strategies to develop speaking skill in English _______________________________________________________________________ 60spa
dc.description.tableofcontents4.1.1 Use of technology _________________________________________________________________________________________________ 60spa
dc.description.tableofcontents4.2 Strategy to develop writing skill in English __________________________________________________________________________ 67spa
dc.description.tableofcontents5. DISCUSSION ________________________________________________________________________________________________________ 77spa
dc.description.tableofcontents6. CONCLUSION _______________________________________________________________________________________________________ 85spa
dc.description.tableofcontents7. BIBLIOGRAPHIC REFERENCES ______________________________________________________________________________________ 88spa
dc.description.tableofcontents8. ANNEXES __________________________________________________________________________________________________________ 105spa
dc.description.tableofcontents8.1 Appendix 1 ________________________________________________________________________________________________________ 105spa
dc.description.tableofcontents8.2 Appendix 2 _______________________________________________________________________________________________________ 105spa
dc.description.tableofcontents8.3 Appendix 3 _______________________________________________________________________________________________________ 107spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7427
dc.language.isoengspa
dc.publisher.facultyFacultad de EducaciĆ³n y Ciencias Humanasspa
dc.publisher.placeMonterĆ­a, CĆ³rdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Ɖnfasis en InglĆ©sspa
dc.rightsCopyright Universidad de CĆ³rdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribuciĆ³n-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsStudent with autismeng
dc.subject.keywordsstrategieseng
dc.subject.keywordscommunication skillseng
dc.subject.keywordsEnglish production skillseng
dc.subject.keywordsTeaching-learningeng
dc.subject.keywordsEnglish teacherseng
dc.subject.keywordsPedagogical implicationseng
dc.subject.proposalEstudiante con autismospa
dc.subject.proposalEstrategiasspa
dc.subject.proposalHabilidades comunicativasspa
dc.subject.proposalHabilidades de producciĆ³n del inglĆ©sspa
dc.subject.proposalEnseƱanza-aprendizajespa
dc.subject.proposalDocentes de inglƩsspa
dc.subject.proposalImplicaciones pedagĆ³gicasspa
dc.titleEnglish teaching strategies to develop communication skills in Autistic childrenspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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