Exploring autism teachers’ challenges and practices for L1
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
University of Oum El Bouaghi
Abstract
In the field of teaching and training children to use their mother tongue as the primary language, therole of educators is crucial in supporting their language development. This study explores the experiences and perspectives of teachers who have direct experience in teaching children in their mother tongue. By shedding light on their insights, this study aims to highlight the challenges they face, best practices, and innovative approaches they employ in mother tongue education. To achieve these aims, the study adopted a qualitative approach using semi-structured interviews with three teachers specialized in teaching L1 (Arabic) to autistic children in two autism-specialized centres in Algeria. The data collected were analysed qualitatively using thematic analysis. Two main themes were identified: the challenges that teachers may face while training autistic children to use their L1and the strategies used by teachers to train ASD children. The results of this study highlight the challenges faced by teachers in training children to use their mother tongue (L1)effectively. It underscores the importance of creating a supportive classroom environment toaddress these challenges, providing resources and support for teachers to effectively teach in multiple languages, promoting cultural diversity and inclusivity in the curriculum, and advocating for policies that recognize and value linguistic diversity in education. A range of effective teaching strategies and interventions used by teachers to support children learning in their mother tongue. These include creating culturally responsive learning materials, incorporating storytelling and songs in the
curriculum, and fostering a supportive classroom environment that values linguistic diversity.