Teaching Spanish as a Foreign Language to students with Autism Spectrum Disorder

Abstract

Abstract The objective of this article is to address the teaching of Spanish as a foreign language (SFL) to students diagnosed with Autism Spectrum Disorder (ASD) in high school. In order to teach the Spanish language in an inclusive way, a curriculum program design that considers the student's atypical learning style with this diagnosis is required to generate the support configurations that scaffold their language learning. For this, it is necessary to know the linguistic-communicative profile of the students with ASD, which derive from their condition. A teaching model is proposed for a specific inclusive didactics of ASD in the SFL classroom that contemplates the daily educational work with language teachers and the student’s tutor.

Keywords

• glotodidáctica inclusiva del español
• estudiantes con tea
• desarrollo del lenguaje en el tea
• estilo de aprendizaje
• currículo adaptado
• escuela secundaria
• inclusive language teaching
• students with asd
• language development in asd
• learning style
• adapt