How children with autism develop their language : the impact on educational needs and teachers' perceptions

Abstract

In my dissertation I researched children labelled with Autism and how they develop their language and how this impacts on their educational needs. I conducted my research with 4 children, aging between 5-7 years (Grade 1-3). I focused on language acquisition and how this develops through time. Moreover, I analysed the impact this has on their educational needs and how this affects their learning in class. To be able to do so I observed the children during lessons (2 hours per child). The focuses of my observations were how the teachers react to having a child with autism in class and the atmosphere there is in class. As we are opting to having more inclusive classrooms, I observed how the teachers create an environment which suits the individual learning needs and support which will help children with autism to be included in class. Interviews were conducted with the boys’ parents as well. The aim of the interviews was to see how the parents feel about their child's language development and how this impacts their child's learning and social inclusion at school. The process of identification of each child was listed and compared to each other. Moreover the findings were compared and contrasted to the relevant literature.