Methods and strategies of teaching English on children with Asperger´s syndrome

Special Analysis Summary (SAS) Títle: Methods and strategies of teaching English on children with Asperger’s Syndrome. Type: Monograph. Line of research: The following monograph is focused on: “Childhood, Education and Diversity”. This part of childhood recognition is considered as an essential stage of the human development, which can be influenced by factors both individual and social. This line establishes that each child has different types of abilities and all of them have the same right of education. So, it´s proper to link this monograph to this line since it describes methods and strategies of teaching children with a disorder of his/her development, which gives a chance to foster the education on children with diverse abilities. This last part corresponds to one of the aims of the line which consists in: “Foster alternatives of building to strengthen educational space for childhood. Author: Roberto Ortiz Pérez Institution: Universidad Nacional Abierta y Distancia Date: Key words English teaching, educational techniques, children, Asperger’s Syndrome, Asperger’s disease. Description: This report shows the results of the research as a monograph with the advisory of Mr Jairo Gutiérrez de Piñeres, registered on the research line “Childhood, education and diversity” which was based on narrative seeking of scientific literature using searchers focused on the identification of scientific articles to answer the research question: “What are the English teaching methods and strategies for children with Asperger's syndrome”. The articles were revised to evaluate its accuracy related to the General objective of this monograph. The writing of the Project of this research was divided into three parts: The first one is related to the approach of generalities on Asperger´s syndrome, the establishment of English as a natural language and aspects about teaching-learning; the second one was based on the methodology used on the research development and the third one was focused on reporting the different techniques and/or methodologies that could be used for the teaching of English to children with Asperger´s syndrome. Sources: Some primary resources were used to complete this research: Reppond, J. S. (2015). English Language Learners on the Autism Spectrum: Identifying Gaps in Learning. 1. Marín, V., & Arce, T. (2010). Utilización Método Total Physical Response para la enseñanza del idioma inglés en un niño preescolar con Síndrome de Asperger. (Maestría en Administración Educativa), Universidad La Salle, 2. Montero, M. A. Z. (2009). El síndrome de Asperger y su clasificación. Revista Educación, 33(1), 183-186. 3. Montero, M. C. (2013). Síndrome de Asperger: guía práctica para la intervención en el ámbito escolar: Asociación Sevillana de Síndrome de Asperger. 4. Rojas, D. G., & Ruiz, A. P. (2014). Una mirada a la realidad: propuestas innovadoras para favorecer la inclusión educativa: Universidad de Castilla La Mancha. 5. Díaz-Jiménez, I. (2014). Metodología para niños con Síndrome de Asperger en Educación Infantil. 6. Ortiz, A. A., & Yates, J. R. (2001). A framework for serving English language learners with disabilities. Journal of Special Education Leadership, 14(2), 72-80. 7. Park, Y., & Thomas, R. (2012). Educating English-language learners with special needs: Beyond cultural and linguistic considerations. Journal of Education and Practice, 3(9), 52-58. 8. Willems, Y. (2016). Aprendizaje de lenguas extranjeras por niños con el Síndrome de Asperger. 9. Salluzzi, E. G. (2014). La enseñanza de ELE y el Síndrome de Asperger. Individuación de las problemáticas y de las necesidades de un alumnado especial: propuesta didáctica. Methodology: A descriptive study (Literature review). This was divided into four methodological phases: 1) Seeking on available data base online of bibliography material about strategies and teaching methods of English on children with Asperger´s syndrome; 2) Inclusion of material published in the last ten years; 3) Exclusion of studies with Autist spectrum different from Asperger´s. 4) The acquisition and description of the information. Finally, the methods and strategies were classified by chapter and subchapters to be described in this study. Conclusion: Children with Asperger´s syndrome don´t have any disturbance or cognitive alteration which may place them in a learning slowdown stage, however, they might have some difficulties if the psychosocial environment is not taken into account. Thus, the current strategies used to teach English as a foreign language are essential to make learning adjustment and its comprehension in children with this development disorder, so that they can acquire a better English learning References: 1. López, R., & Munguía, A. (2008). Síndrome de Asperger. Revista de Postgrado de Psiquiatría UNAH, 1. 2. McDonough, S. H. (1995). Strategy and skill in learning a foreign language: Oxford University Press. 3. Consejo de Europa. (2001). Common European Framework for Languages: Learning, Teaching, Assessment. Madrid, España. 4. Willems, Y. (2016). Aprendizaje de lenguas extranjeras por niños con el Síndrome de Asperger. 5. Szatmari, P., Bremner, R., & Nagy, J. (1989). Asperger's syndrome: a review of clinical features. The Canadian Journal of Psychiatry, 34(6), 554-560. 6. Reppond, J. S. (2015). English Language Learners on the Autism Spectrum: Identifying Gaps in Learning. 7. Montero, M. C. (2013). Síndrome de Asperger: guía práctica para la intervención en el ámbito escolar: Asociación Sevillana de Síndrome de Asperger. REFERENCES Attwood, T. (1997). Asperger's syndrome: A guide for parents and professionals: Jessica Kingsley Publishers. Baron-Cohen, S., Wheelwright, S., Skinner, R., Martin, J., & Clubley, E. (2001). The autism-spectrum quotient (AQ): Evidence from Asperger´s syndrome/high-functioning autism, malesand females, scientists and mathematicians. Journal of autism and developmental disorders, 31(1), 5-17. Barquero, M. (2007). Síndrome de Asperguer. Guia para padres de familia y educadores. Consejo de Europa. (2001). Common European Framework for Languages: Learning, Teaching, Assessment. Madrid, España. Díaz-Jiménez, I. (2014). Metodología para niños con Síndrome de Asperger en Educación Infantil. Diez, V. Á. (2010). El inglés mejor a edades tempranas. Pedagogía magna(5), 251-256. Ehlers, S., Nydén, A., Gillberg, C., Sandberg, A. D., Dahlgren, S. 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Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments. UNESCO Bangkok. Hernández Rivero, O., Risquet Águila, D., & León Álvarez, M. (2015). ¿ Síndrome de Asperger o buena evolución de un autismo infantil? Medicentro Electrónica, 19(4), 267-270. Ibor, J. J. L. (1994). CIE 10: trastornos mentales y del comportamiento: Meditor. Lass, R. (2000). The Cambridge history of the English language (Vol. 3): Cambridge University Press. Leith, M. D., & Leith, D. (2005). A social history of English: Routledge. López, R., & Munguía, A. (2008). Síndrome de Asperger. Revista de Postgrado de Psiquiatría UNAH, 1(3). Lorenzo Castro, L. (2000). El uso del inglés como lengua franca. Marín , V., & Arce, T. (2010). Utilización Método Total Physical Response para la enseñanza del idioma inglés en un niño presscolar con Síndrome de Asperger. (Maestría en Administración Educativa), Universidad La Salle, McDonough, S. H. (1995). Strategy and skill in learning a foreign language: Oxford University Press. McPartland, J. C., Klin, A., & Volkmar, F. R. (2014). Asperger´s syndrome: assessing and treating high-functioning autism spectrum disorders: Guilford Press. MinSalud incluye en el estudio de salud mental el autismo. (2013). Boletín de Prensa No 079 de 2013. Retrieved from https://www.minsalud.gov.co/Paginas/salud-mental-el-autismo.aspx Montero, M. A. Z. (2009). El síndrome de Asperger y su clasificación. Revista Educación, 33(1), 183-186. Montero, M. C. (2013). Síndrome de Asperger: guía práctica para la intervención en el ámbito escolar: Asociación Sevillana de Síndrome de Asperger. Naranjo Flórez, R. A. (2016). Avances y perspectivas en Síndrome de Asperger. Navarro, J., Fernández, M. T., Soto, J., & Tortosa, F. (2012). Respuestas flexibles en contextos educativos diversos. Paper presented at the Actas del I Congreso Nacional de Dificultades Específicas del Aprendizaje y VII Congreso Nacional de Tecnología Educativa y Atención a la Diversidad, Cartagena. Ortiz, A. A., & Yates, J. R. (2001). A framework for serving English language learners with disabilities. Journal of Special Education Leadership, 14(2), 72-80. Otero, A., Rabelo, V., Echazabal, A., Calzadilla, L., Duarte, F., & Magriñat, J. (2001). Tercer glosario cubano de psiquiatría. Glosario Cubano de la Décima Revisión de la Clasificación Internacional de Enfermedades, Capítulo, 3. Park, Y., & Thomas, R. (2012). Educating English-language learners with special needs: Beyond cultural and linguistic considerations. Journal of Education and Practice, 3(9),

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