Case Study on linguistics at CTP Granadilla to

reinforce English as a foreign language.

Melissa Astúa Torres

Juan Carlos Camacho Gómez

JUSTIFICATION

• ASPERGER`S SYNDROME

• WITH DISABILITIES

• REGULAR CLASSROOMS

• EQUIAL ACCESS

• EDUCATION

• LEGISLATION

NATION ALL THE

STUDENTS

ONE DISABILITY

INCREASING NUMBER OF CHILDREN

JUSTIFICATION

Asperger Young People

Depend on Adults to survive in the outside world

At CTP Granadilla, it is a need to determine their performance to

get the English Language

It is intended to provide English Teachers techniques and activities

for AS SS to achieve a cognitive degree in learning English

Difficulty

To understand Social Reality

To express their fear and anxieties

Which English linguistics skill is the most used by an

8th Asperger student to learn English at CTP Granadilla?

PROBLEM STATEMENT

To determine the most used English linguistics skill by an 8th Asperger student by recommending an English learning reinforced academic guide.

GENERAL OBJETIVE

To describe English Teacher’s profile.

To find out the useful 8th As grader

learning skill.

To determine English Teaching

Approaches used by the teacher.

To identify the case study Asperger

student`s characteristics.

To propose an academic guide to teach

AS students.

SPECIFIC OBJECTIVES

EFL teacher profile.

The Asperger student´s skills.

The Asperger student´s overall performance in class.

English Teaching Approaches.

The case study Asperger student`s characteristics.

VARIABLES

LIMITATIONS

Lack of information

about how Asperger

student learn.

Asperger Syndrome

students are unique

for that reason this

work is for the CTP

Granadilla student.

THEORETICAL

FRAMEWORK

Four Language Abilities

Listening

Helps

-Understand speech

-Understand speakers

Speaking

Helps

-get language structure, culture, language input

Reading

Helps

-develop reading skills (skimming, scanning,

extensive and intensive reading)

Writing

Helps

-emphasise the formal language structure

Curricular Accommodations

modification student`s teaching/learning

process

knowing student`s characteristics,

differences and needs

Access accommodations

physical space,

materials or communication

satisfy student`s needs

Non- significant accommodations

teacher`s actions appropriate

learning situations students´ needs

and characteristics

Significant accommodations

elimination contents/objectives

changing evaluation criteria

ASPERGER´S SYNDROME

According to DSM-IV

criteria, AS must meet

the criteria for social

impairment, repetitive

activities, age of

onset, but have

normal cognition and

early language

development.

One common

characteristic of AS

people is they have

trouble carrying on

social conversations.

They have an

advanced vocabulary

and talk incessantly

about a favorite

subject.

INVESTIGATION

CASE STUDY

it combines different research methods

It will focus on a specific case,

studying in detail an

analysis unit (individual)

As case study techniques will

be used observation,

interview as well

SAMPLE

The case study is about a teenager who was

diagnosed with Asperger Syndrome, he is

thirteen (13) years old and eleven (11) months

who lives with his mother and he has a brother

which age is sixteen (16) years old. He is taking

his eighth year in the group eight-one (8-1),

formed by twenty-four (24) students in the CTP in

Granadilla, Curridabat. He has non-significant

adjustment (curricular accommodations) in all the

subjects and the exploratory workshops.

INSTRUMENTS TO COLLECT DATA

observation applied to the student in a Conversational

English class

The second one is an interview; guided by the interviewers in which the student answered some

questions

Two questionnaires applied to the English teachers of the

institution to know the student`s performance, skills and approaches teachers use

OBSERVATION

THE ASPERGER STUDENT`S OVERALL PERFORMANCE IN CLASS, although the social interaction is one of the deepest problems the AS students have in this case, the student`s behaviour is so active, he spends the time moving and stretching his arms, he is so sincere, he expresses what he thinks.

EFL PROFILE OF THE TEACHER the methodology used to deliver the lessons seems really to communicative approach, although there was not much focus on pronunciation, there were no activities focused on writing because those ones were done before. the teacher spoke most of the times in English. students felt pretty comfortable with her class’ technique; they participated actively throughout the class and completed most of the exercises given. it is interested how the rest of the class takes into account the Asperger student to participate.

ANALYSIS OF THE INFORMATION

INTERVIEW

THE SKILL OF THE ASPERGER STUDENT is perceived when he

mentions that he likes to spend hours in front of the computer

playing videogames, surfing in the Internet searching for

information that is interesting to him, playing videos in youtube.

He says that one topic that he likes so much is when he does not

know anything he looks for all the information he can and learn

about it.

ANALYSIS OF THE QUESTIONNAIRES Graph Nº 7 Teacher`s thoughts about how AS learn

16%

17%

50%

17%

Memory learning

Significant learning

Receptive learning

Learning by discovery

Even though, half of the teachers believe students learn in a receptive way AS

are able to learn applying their most used skill according to their characteristics

Graph Nº 8 Strategies of the teachers practiced with Asperger Students

8%

3%

11%

11%

13%

8%0%5%

11%

14%

8%

8% 0%

8%

3%

11%

11%

13%

8%0%5%

11%

14%

8%

8% 0%

Help him to understand and organize his world

Do not get distressed easily

Do not talk too fast

Allow more time to complete individual assignments and exams

Indicate the most important aspect in the English class

Divide the subject of study

Allow the use of workbooks and dictionary

Use of gestures in the oral instructions or explanations

Keep the student away f rom distracters

Constantly stimulate the student for his achievements

Maintain communication with parents to indicate suggestions and recommendationsIndividual explanation of the exercises

In spite of teachers `awareness about Asperger Students` needs, it is necessary to

do an analysis about the Students `characteristics and skills.

As ch

ildre

n us

ually

hav

e

Lack

high

leve

l thinling

and

As ch

ildre

n te

nd to

be

very

Spe

aking

style

and

impr

essive

As stud

ents h

as a

n ex

celle

nt

Pro

blem

-solving

skills

are

poo

r

0%

10,00%

40,00%

10% 20% 20%

Graph Nº 14 Teacher`s Perspective about Asperger Student`s Behavior

According to the variable Asperger Student`s overall performance in class, it is

clear theoretically Asperger Student `s intelligence is not average to above-

average intelligence because of this teachers recognize they can learn as well as

any other student, so it is duty to strengthen his most used learning skill.

Always Often Sometimes Never

50,00%

33,33%

16,67%

0,00%

Graph Nº 20 Teacher`s Concordance about the Frequency on the

Promotion of Achievement of Success & Self-esteem in the AS SS

In addition to the teacher reinforces the student`s work in class

as it is shown in graph 20 where 70% of teachers say they

promote success in AS students their work will be able to

perform satisfactorily and obtain excellent results.

AlwaysSometimes

OftenNever

33,33%

66,67%

0,00% 0,00%

Graph Nº21 Frequency Teachers include AS students in the same

group activities

Although AS students present difficulties to socialize in graph 21 the

66.67% of teachers include their students in the same group activities,

despite they are a little different as long as they are part of the rest of the

group their individual development goes to grow and be able to adapt

more easily to the group and develop their outstanding skills.

EFL TEACHER PROFILE

CONCLUSION

Teacher must encourage students to communicate with

each other using the structures and vocabulary they've learnt,

to improve the four basic language skills L, S, R & W

RECOMMENDATION

Technology must be used with purpose (make job easier,

help student develop skills) and apply the E-learnig approach

that guides by using apps and web resources

CONCLUSIONS &

RECOMMENDATIONS

ENGLISH TEACHING APPROACHES

CONCLUSION

English Teachers, at C.T.P. Granadilla, apply techniques which use audios and videotaped conversations, model and role-play by interacting through social stories.

RECOMMENDATION

New technologies allow trying things in physical and virtual classrooms, for example, the use of the intelligent phones or tablets make quick and easy way to survey students during classes. They can be linked to computers, projectors and the cloud, so students and instructors can communicate through texts, drawings or diagrams.

CONCLUSIONS &

RECOMMENDATIONS

THE ASPERGER STUDENT´S OVERALL

PERFORMANCE IN CLASS CONCLUSION

Among the activities that he does out of class to reinforce his performance in it are like searching unfamiliar words in internet, playing video-games related with assignments, looking information regard to his preferences. RECOMMENDATION

They are so smart and they could be directed to use technology. Technology is so available for using in class (intelligent cellphones, tables, computers, projectors), software programs help construct many tasks. In addition, teachers must reinforce the student`s work in class to promote success in AS students being able to perform satisfactorily and obtaining excellent results.

CONCLUSIONS &

RECOMMENDATIONS

THE ASPERGER STUDENT`S SKILLS

CONCLUSION

It is important to be aware that no all Asperger students have the same problems. Teacher takes advantage of the listening skill, as well as, verbal one to be a strength by the Asperger Student.

RECOMMENDATION

It is important to develop the Asperger Student`s skill whatever it is. Asperger Students might be directed to these days to develop their skills towards using new tools (technology) to catch their attention by taking advantage of one of their strength.

CONCLUSIONS &

RECOMMENDATIONS

JUSTIFICATION One consent educators need is the profile of cognitive, linguistic skills, and the Asperger syndrome student`s weaknesses and his access to knowledge through his concurrent style achieving and his integration into the social group he copes. Taking into account the student`s need and the researchers` concern to deepen this issue to lead to a more inclusive process is that this proposal raises and be planned.

GENERAL OBJECTIVE

- To provide a guide improving English listening skill with

exercises for 9th Asperger’s grader at CTP Granadilla.

PROPOSAL

PRACTICAL GUIDE OF ENGLISH EXERCISES FOR 9TH

ASPERGER STUDENT IN THE COSTA RICAN PUBLIC SYSTEN

SPECIFIC OBJECTIVE

To write a guide to teachers as a support in the

English learning process as a foreign language.

To test the possibility of the reliability of the guide

presented to teach a 9th Asperger grader at C.T.P.

Granadilla.

PROPOSAL

PRACTICAL GUIDE OF ENGLISH EXERCISES FOR 9TH

ASPERGER STUDENT IN THE COSTA RICAN PUBLIC SYSTEN

DEVELOPMENT OF THE PROPOSAL

Proposing essential teaching Asperger Students`

Tips for Educators

Providing some brief strategies for teaching

Asperger Students

Listing a variety of activities for listening with a

purpose

Preparing an academic English guide with listening

exercises that could be applied in an English

conversational class of the 9th graders

PROPOSAL

PRACTICAL GUIDE OF ENGLISH EXERCISES FOR 9TH

ASPERGER STUDENT IN THE COSTA RICAN PUBLIC SYSTEN

Unit Title Listening Exercises

Language Function

1 Introductions Listening Conversations

- Introductions - Names - Nice to meet

you - Tell me about

yourself - Where are you

from? - Haven`t we met

before? - Personal

introductions Videos (www.esl-lab.com)

Introducing yourself; Greetings

LISTENING EXERCISE FOR 9TH TEACHERS BASED ON MEP PROGRAN

COST OF THE PROPOSAL

ITEM AMOUNT UNIT COSTS (COLONES)

TOTAL COSTS (COLONES)

TOTAL COSTS

(DOLLARS)

Printed Guide 3 2.000 6.000

10.70

S.W.O.T. OF THE PROPOSAL

STREGTHS

-Easily adapted to 9th graders

-Each topic presented has listening exercises

-Teachers can apply each topic with the appropriate exercises

-Easy interpretation between teachers and students for better results

WEAKNESSES

-It is an innovation, so the acceptation might be not as good as expected

-It is not applicable to every Asperger student because each one is different

It is just for a 9th grader

S.W.O.T. OF THE PROPOSAL

OPPORTUNITIES

-The AS student will have

new ways to like English and

enjoy it, besides it can

develop his skills

-Teachers implement

expectations with respect to

Curricular accommodations

TREATS

-Teachers have to control the

use of technology because of

Student`s distract

-With this guide, the Asperger

student will have new ways to

learn more English and to

neglect other subjects

IMPACTS OF THE

PROPOSAL

INSTITUTIONAL IMPACT

It benefits because there are more AS

students in different level moreover the

planning can be more specific

according to the students needs.

ACADEMIC IMPACT

It provides teachers tools

to help learning process in Asperger students.

OTHER STUDIES DERIVAL

It can continue investigating,

other studies that can be proposed:

- autism students,

- Selective mutism students,

- Students with another disability.