ICT and Language Learning for Adolescents with ASD

Abstract

In recent years, many interventions have been planned related to language teaching and to the development of linguistic, social and communication skills in adolescents with Autistic Spectrum Disorders (ASD). A common feature of most intervention programs is the utilization of the potential of Information Communication Technologies (ICT), as, based on the international literature, the effectiveness of their use in the field of education and especially in the field of Special Education is presumed, through the activation of various teaching practices. In the specific bibliographic review the use of ICT in the language teaching of adolescents with ASD is studied, a neurodevelopmental disorder with its’ most important characteristics to be the repetitive and limited behaviors, but also significant deficits in the field of language and social communication and interaction. Based on the conclusions of this study, the contribution of ICT to the language teaching of adolescents with ASD is confirmed, as it leads to the expansion of their linguistic and communication skills.

Is it feasible to involve parents of teenagers with ASD in their language teaching? A case study in Greece

“…These findings are consistent with the latest research of Ntre et al [18] in Greece who attributes these results to the strong ties in the extended family that are still observed in Greek communities. Concerning language learning and following a language teaching program for adolescents with ASD, this is implemented by visual and electronic means of communication, written scripts and music [12] (Kotsi & Fernández Robles, 2023). This finding is fully in line with Knight & Sartini [19], who maintain that visual supports are the first of the two evidence-based practices with a variety of forms, while using them is one of the most recommended practices in language teaching to students with ASD.…”

“…But, as they enter high school, with its' higher social and communicative requirements, and as adolescence begins to rewire the brain, ASD reasserts its social communication difficulties, due to the higher levels of cognitive demand [11]. Generally, special emphasis is put on the visualized presentation of activities, since in ASD students the visual channel is the predominant channel of pulse acquisition and processing [12].…”