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Adapting pedagogical strategies to achieve an inclusive EFL classroom for students in 1°ESO with autism spectrum disorder.

Amy Louise Littlefield

Louisa Mortimore

June 2024

Máster Universitario en Formación del Profesorado de Educación Secundaria, Bachillerato, Formación Profesional y Enseñanza de Idiomas

Acknowledgement

Before we start, I want to thank the panel for their time and also my academic tutor, Louisa Mortimore, for her guidance and support during this gratifying process.

Amy Littlefield

Index

1.

Introduction

2.

Justification

3.

Objectives

4.

Theoretical Framework

5.

Procedure of Innovation Project

6.

Conclusions

1. Introduction

What can we do to promote a more inclusive atmosphere?

  • Challenges of a 21st century teacher.
  • Managing different learning styles.
  • Legal requirements.
Author's own (2024)
4,053
9,321
2,020
15,560
6,933
11,737
3,361
75,433
16,760
68,565
11,837
78,063
Specialised: 41,521Mainstream: 221,211Total: 262,732

Students with special education needs in schools. Academic year 22/23

2. Justification

Students with ASD in our classrooms.

3. Objectives

General

How can teachers adapt pedagogical strategies.

Specific

  • Identify pedagogical practices aimed at inclusion for 1° of ESO students with ASD in the EFL classroom.
  • Explore how the UDL can be used effectively to help students with ASD.
  • Shakespeare (2006)
  • UPIAS (1975)
  • Frake et al. (2023)
  • Shevlin et al. (2012)
  • Kaweski (2011)
  • Milton, Martin and Melham (2017)

Resources

Universal Design for Learning

Pedagogical Strategies

4. Theoretical Framework

Social Model of Disability

Methodology: communicative approach, cooperative learning

Objectives

5. Procedure of Innovation Project

Innovation Project to improve inclusivity in the EFL classroom in 1°ESO

Context

Audience: 1°ESO students

5. Procedure of Innovation Project

Activity 1: Visual Wanted Posters

Part A: IntroductionGenially Interactive Vocabulary PresentationPart B: ReproductionGenially Wanted Poster Model

5. Procedure of Innovation Project

5. Procedure of Innovation Project

Activity 2: Crafting Witness Statements

Part A: Introduction of grammarGrammar tables, worksheet and model witness statementPart B: ReproductionGroup brainstorm, witness statement in groups

5. Procedure of Innovation Project

With Genially templates, you can include visual resources to engage the class from minute 1. You can also highlight key content to facilitate its assimilation and even embed external content that surprises and provides more context to the topic: videos, photos, audios... Whatever you want!

Activity 3: Organising a Crime Scene Investigation (CSI)

5. Procedure of Innovation Project

Part A: IntroductionQR codes of evidence in the classroomPart B: ProjectGroup work to present findings, UDL

Use graphics in your presentation...

5. Procedure of Innovation Project

UDL and ASD

Activity 3

Activity 2

Activity 1

6. Conclusions

Promoting an inclusive atmosphere

Identifying suitable pedagogical practices

Applying the principles of Universal Design for Learning

7. Bibliography

Bibliographic references

  • Frake, E., Dean, M., Huynh, L. N., Iadarola, S., & Kasari, C. (2023). Earning Your Way into General Education: Perceptions about Autism Influence Classroom Placement. Education Sciences, 13(10), 1050. 10.3390/educsci13101050
  • Kaweski, W. (2011). Teaching adolescents with autism: Practical strategies for the inclusive classroom. Corwin Press, https://doi.org/10.4135/9781452275369
  • Milton, D., Martin, M., & Melham, P. (2016). Beyond reasonable adjustment: autistic-friendly spaces and ‘Universal Design’. In D. Milton, & M. Martin (Eds.), Autism and Intellectual Disability in Adults (pp. 81-86). Pavilion.
  • Shakespeare, T. (2006). The Social Model of Disability. In L. Davis (Ed.), The Disability Studies Reader (2nd ed., pp. 197-204). Routledge.
  • Shevlin, M., Winter, E., & Flynn, P. (2013). Developing inclusive practice: teacher perceptions of opportunities and constraints in the Republic of Ireland. International Journal of Inclusive Education, 17(10), 1119-1133. 10.1080/13603116.2012.742143
  • Union of the Physically Impaired Against Segregation. (1976). Fundamental Principles of Disability: Being a Summary of the Discussion Held on 22nd November, 1975 and Containing Commentaries from Each Organisation. https://disability-studies.leeds.ac.uk/wp-content/uploads/sites/40/library/UPIAS-fundamental-principles.pdf

Thank you!

Any questions?