Herrera Naranjo, SolPiñeres Polo, Natalia Isabel2023-07-132023-07-132023-07-11https://repositorio.unicordoba.edu.co/handle/ucordoba/7427The 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.Resumen ______________________________________________________________________________________________________________ 6Abstract _______________________________________________________________________________________________________________ 81. INTRODUCTION _____________________________________________________________________________________________________ 102. THEORETICAL FRAMEWORK ________________________________________________________________________________________ 152.1. Conceptual Framework ____________________________________________________________________________________________ 152.1.1. Autism Spectrum Disorder ________________________________________________________________________________________ 162.1.2. Development of Communicative Skill _____________________________________________________________________________ 202.1.3. English Language Learning _______________________________________________________________________________________ 222.1.4 Teaching Strategies _______________________________________________________________________________________________ 292.2 Literature Review ___________________________________________________________________________________________________ 333. METHODOLOGY DESIGN ____________________________________________________________________________________________ 453.1 Type of Methodology _______________________________________________________________________________________________ 463.2 Research Method __________________________________________________________________________________________________ 473.3 The population _____________________________________________________________________________________________________ 513.4 Information Collection Instruments _________________________________________________________________________________ 523.5 Recipients of the Interviews ________________________________________________________________________________________ 553.6 Analysis of the Information _________________________________________________________________________________________ 563.6.1 Data Analysis _____________________________________________________________________________________________________ 564. FINDINGS ___________________________________________________________________________________________________________ 604.1 Strategies to develop speaking skill in English _______________________________________________________________________ 604.1.1 Use of technology _________________________________________________________________________________________________ 604.2 Strategy to develop writing skill in English __________________________________________________________________________ 675. DISCUSSION ________________________________________________________________________________________________________ 776. CONCLUSION _______________________________________________________________________________________________________ 857. BIBLIOGRAPHIC REFERENCES ______________________________________________________________________________________ 888. ANNEXES __________________________________________________________________________________________________________ 1058.1 Appendix 1 ________________________________________________________________________________________________________ 1058.2 Appendix 2 _______________________________________________________________________________________________________ 1058.3 Appendix 3 _______________________________________________________________________________________________________ 107application/pdfengCopyright Universidad de Córdoba, 2023Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Estudiante con autismoEstrategiasHabilidades comunicativasHabilidades de producción del inglésEnseñanza-aprendizajeDocentes de inglésImplicaciones pedagógicasStudent with autismstrategiescommunication skillsEnglish production skillsTeaching-learningEnglish teachersPedagogical implications