Enseñanza del inglés a niños con trastorno del espectro autista.

Abstract

Teaching English to children with autism spectrum disorder is both a challenge and a necessity in the educational context of Bogotá, where inclusion requires teaching strategies that are adapted to diversity, given that children with this disability learn visually and process information through sequenced images, pictograms, and graphic diagrams. Therefore, this research seeks to characterize the English teaching strategies implemented in primary school with students with autism, recognizing diversity as an opportunity to strengthen inclusion. For this reason, the study is based on contributions from authors on communicative approaches and on authors who contribute from the perspective of inclusion and the autism spectrum. Likewise, the research is supported by a Colombian legal framework that upholds the right to inclusive and equitable education. With a qualitative and exploratory approach, a semi-structured interview model was created as a research method for teachers, in order to identify real practices and reflect on the need for more inclusive strategies in English language teaching.