Challenges on teaching English to students with Autism Spectrum Disorder
DOI:
https://doi.org/10.33448/rsd-v14i7.49200Keywords:
Autism Spectrum Disorder, Challenges, Inclusive Education, Teaching.Abstract
Working with inclusive education is still a challenge for both teachers and students, so it is necessary to have reflections, debates, and dissemination of knowledge on this subject. However, more focused studies are needed to translate theory into everyday classroom practices. This study aims to review the theme of teaching English to students with Autism Spectrum Disorder (ASD) through academic material available on the internet. Online research on academic sources, in the last ten years, including articles from the SciELO digital library and Google Scholar, was conducted to explore challenges faced by teachers in teaching English to students with ASD, with a focus on basic education and higher education. The articles were selected for their relevance to the topic and their focus on difficulties encountered by teachers and strategies that can help students with ASD. The results indicated that, although the context is completely different, the challenges are similar, the convergence of these studies is mainly due to the need for teacher training, curricular adaptation, methodology and technological resources as tools to facilitate learning. Given these findings, it is hoped that this study will emphasize the importance of further research and investment in inclusive education, particularly in foreign language teaching.
References
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
Allen, M. (Ed.). (2017). The SAGE encyclopedia of communication research methods. SAGE publications.
Alkinj, I., Pereira, A., & Santos, P. (2022). Educators’ attitudes towards the inclusion of students with autism spectrum disorder (ASD) in Jordanian public schools. Revista Brasileira de Educação Especial, 28, e0157. https://doi.org/10.1590/1980-54702022v28e0157
Araújo, L., & Larre, J. (2022). Por uma linguística aplicada mais inclusiva: pesquisas sobre o professor de inglês, autismo e Tecnologia Assistiva. The ESPecialist, 43(2), 158-173. doi:10.23925/2318-7115.2022v43i2a10.
Bidari, N. P. I., & Yanti, M. V. (2021). Visual aids for teaching English to students with autism spectrum disorder. Journal of English Teaching and Applied Linguistic, 2(1), 24-37.
Boccato, V. R. C. (2006). Metodologia da pesquisa bibliográfica na área odontológica e o artigo científico como forma de comunicação. Rev. Odontol. Univ. Cidade São Paulo, São Paulo, 18(3), 265-274.
Bodnar, A. S.; Cordeiro, A. F. M.; & Pesce, M. K. de. (2024). O ensino de língua inglesa como língua estrangeira para estudantes com Transtorno do Espectro Autista. Revista Eletrônica De Educação, 18(1), e5968120. https://doi.org/10.14244/reveduc.v18i1.5968.
Brahim, M. G. (2022). Teaching English to Students with Autism Spectrum Disorders: Challenges and Teaching Strategies. English Studies at NBU, 8(2), 203-214.
Brasil. (2015). Lei nº 13.146, de 6 de julho de 2015: Institui a Lei Brasileira de Inclusão da Pessoa com Deficiência (Estatuto da Pessoa com Deficiência). Diário Oficial da União. https://www.planalto.gov.br/ccivil03/ato2015-2018/2015/lei/13146.htm.
Brasil, Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). (2023). Censo Escolar da Educação Básica 2022: Resumo técnico. Brasília, DF, Brasil.
Casarin, S. T. et al. (2020). Tipos de revisão de literatura: considerações das editoras do Journal of Nursing and Health. Journal of Nursing and Health. 10 (5). https://periodicos.ufpel.edu.br/index.php/enfermagem/article/view/19924.
Côrtes, M. S. M., & De Albuquerque, A. R. (2020). Contribuições para o diagnóstico do Transtorno do Espectro Autista: de Kanner ao DSM-V. Revista JRG de Estudos Acadêmicos, 3(7), 864-880.
Ferreira, O. H. S., & Tonelli, J. R. A. (2020). Ampliando horizontes: ensino de inglês para crianças com transtorno do espectro autista. Revista Desenredo, 16(3).
Frasson, S. C., Bortoluzzi, V. I., & Ghisleni, T. S. (2022). A importância das tecnologias digitais assistivas aliadas do trabalho do professor de língua inglesa com alunos públicos-alvo da educação especial. Research, Society and Development, 11(1), e59711125469-e59711125469.
Hashim, H. U., Yunus, M. M., & Norman, H. (2021). English as Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language. Arab World English Journal, 12(2), 22-30.
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous child, 2(3), 217-250.
Neves, M. M., & Barroso, M. R. C. (2024). Construção de jogos digitais em inglês para alunos do espectro autista. Revista Eletrônica do Instituto de Humanidades, 32(58), 70–90.
Nóbrega, V. L. M. da. (2023). Estratégias para o ensino da língua inglesa com alunos do transtorno do espectro autista (TEA) no ensino fundamental II: A transdisciplinaridade como metodologia de ensino. REDES – Revista Educacional da Sucesso, 3(1), 8–16.
Pereira A. S. et al. (2018). Metodologia da pesquisa científica. [free e-book]. Ed.UAB/NTE/UFSM.
World Health Organization. (2023). Autism spectrum disorders. https://www.who.int/news-room/fact-sheets/detail/autismo-spectrum-disorders.
Soares, D. P. (2019). A criança com autismo na escola: possíveis caminhos para a inclusão.
Silva, A. L. B., & Menezes, A. M. C. (2022). O Papel da Família do Aluno Autista no Processo de Inclusão Escolar. ID on line. Revista de psicologia, 16(64), 227-240.
Silva, E. M. M. da. (2020). Ensino de língua inglesa e o autismo: Desafios e possibilidades. In I. V. de Sousa (Org.), Linguística, letras e artes: Cânones, ideias e lugares (pp. 1–11). Atena Editora. https://doi.org/10.22533/at.ed.1692019061.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Daniel Cruz do Nascimento; Rosamaria Reo Pereira; Rosana Assef Faciola
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
