Essential Framework for Creating Inclusive English Language Teaching Strategies for Students with ASD

Abstract

Educators face distinct challenges in designing effective instructional programs for students diagnosed with Autism Spectrum Disorder (ASD). Despite a substantial body of research highlighting successful methodologies, limited effort has been directed towards integrating these findings into a comprehensive curriculum suitable for broader educational contexts. This paper delineates three types of teaching techniques, social, behavior and academic; substantiated by observed evidence, that should form an integral part of a comprehensive teaching strategies tailored for students with ASD. These components include personalized support and services tailored to both students and their families, systematic instruction methods to enhance learning, structured learning environments that minimize distractions, specialized curriculum content aligned with the unique needs of students with ASD, a functional approach to addressing problem behaviors by analyzing their root causes, and active family involvement in the educational process. The paper not only presents these core components but also offers practical examples of instructional practices that have been empirically validated to effectively support students with ASD.