Interactive platforms for the teaching-learning of english as a foreign language for a student with autism spectrum disorder in high school

Abstract

This study investigates the effectiveness of interactive platforms to facilitate the teaching and learning process focused on a high school student with autism spectrum disorder (ASD). The research process involved a qualitative methodology. Before starting, detailed assessments were conducted to understand the student's prior knowledge of language skills, cognitive skills, and areas for improvement. During implementation, several interactive platforms were used to address challenges associated with ASD, such as sensitivities and difficulties in social communication. These platforms include visual aids, interactive activities, and personalized learning programs to drive engagement and understanding. Data collection methods include observation, teacher interviews, and assessments of language recognition using qualitative measures. After implementation, the student showed progress in EFL skills, developed grammatical accuracy and speaking skills thus creating a learning environment that encouraged peer interaction and socialization. It is suggested that future research can focus on evaluating the lasting impact of these technological tools and improving the design of platforms for a better teaching-learning process for students with ASD.