English language teaching for Autism Spectrum Disorders (ASD) learners during pandemic era

Abstract

An Autistic child is a child who has special needs and developmental disorders. Therefore, in the teaching learning process, teachers who teach ASD learners need to have some knowledge of students’ needs. The objections of this study are to explain the implementation of English language teaching for ASD learners during the pandemic era and parents’ role in helping ASD learners understand English. This research employed qualitative research. The researchers applied observation, depth interview and documentation in data collection. The results showed that 1) the English language teaching process for ASD at RBA during the pandemic era applied offline and online learning mode. The material of English language teaching for ASD learners was based on the level of ASD diagnosis. The teachers used direct method, TPR, and Lexical method in offline learning, but for online learning, they used Direct and lexical methods. The teachers also utilised pictures or flashcards in offline learning whereas for online learning they gave the students worksheets and did a video call. In giving assessment, the teachers carried out anecdotal notes, checklists, interviews, and retelling stories 2) During the pandemic era, the role of ASD parents was to accompany their child at home pronouncing English vocabularies that had been given by the therapist at RBA. On the other hand, in on-line learning, the role of parents was as a teacher/therapist who gave treatment to their children at home based on therapists’ instructions.

Autistic Student Teacher’s Pedagogical Competence in the English Language Teaching

“…Relevant with those strategies, Turlybekov et al ( 2024) stated that training modules like "intercultural communicative competence," "introduction to pedagogical activity," and "professional-methodological activity of the future English language teacher," which employ problem-solving techniques, are among the most useful tools for enhancing the process of developing professional-pedagogical competence. Hopefully, by implementing this training module, autistic students can improve their pedagogical abilities in ELT (Sandra & Kurniawati, 2020;Sophya, 2021;Takriyanti et al, 2022;Utami et al, 2021). Moreover, by working together, communities, governments, service providers, and academics can build an ecosystem that supports autistic students and enables him to live fulfilling lives far into old age (Lupușoru et al, 2024).…”