TEACHING PRACTICES OF ORAL LANGUAGE AND READING SKILLS IN STUDENTS WITH AUTISM SPECTRUM DISORDER

Authors

  • Nikolaos Panopoulos PhD in Special Education, University of Peloponnese, Greece
  • Maria Drossinou-Korea Assistant Professor, University of Peloponnese, Greece

DOI:

https://doi.org/10.46827/ejse.v8i4.4382

Keywords:

Autism Spectrum Disorder, oral speech, reading skills, evaluation, didactic intervention

Abstract

Communication includes a wide range of difficulties for students with Autism Spectrum Disorder (ASD) from acquisition and processing of information and verbal expression to reading and writing. Therefore, these students face challenges in their school life. The purpose of this research is to evaluate and apply teaching practices for the cultivation of oral and reading skills in students with ASD The methodology used was action research in three general secondary schools and lasted 3 years. The research was conducted in Greece by the second teacher of the class who only supported students with special educational needs. Specifically, we conducted three case studies of students with an average age of 15.3 years. Students were diagnosed with ASD. Qualitative data from the action research were collected through observation methodology with informal pedagogical evaluation in checklists of basic skills. Furthermore, the methodology of the intervention with field notes was applied to the form of the teaching interaction. The results showed that students respond to comprehensive differentiated teaching interventions, which include oral speech and reading comprehension activities.

 

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Author Biographies

  • Nikolaos Panopoulos, PhD in Special Education, University of Peloponnese, Greece

    Nikolaos Panopoulos holds a doctorate in special education and training from the University of Peloponnese in Greece. He has been working as a teacher in Secondary schools for six years. Furthermore, he teaches courses at the Speech Therapy Department of the University of Peloponnese, such as: a. Special education and training I: Early Intervention, b. Special education and training II: Learning Readiness.

  • Maria Drossinou-Korea, Assistant Professor, University of Peloponnese, Greece

    Maria Drossinou-Korea is an assistant professor of special education and education at the Department of Philology at the University of Peloponnese. He holds a PhD in clinical psychology from Panteion University in Athens. He worked for many years as the head of the Hellenic Pedagogical Institute and is the author of two books with the following titles: a. Handbook of special education and educational narratives, b. Special education and training. The "through" special education proposal for the education of children and young people with special needs.

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Published

2022-07-21

Issue

Vol. 8 No. 4 (2022)

Section

Articles

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