Arab World English Journal (AWEJ) Volume 13. Number2.  June 2022                                             Pp. 490-499
DOI: https://dx.doi.org/10.24093/awej/vol13no2.34

Full Paper PDF

 

Teaching High Functioning Children with Autism: Considerations for Vocabulary
Course Design Using Technology
 

Faizah Abd Majid
Faculty of Education,
Universiti Teknologi MARA,
Malaysia
Corresponding author: faiza404@uitm.edu.my

Shireena Basree Abd Rahman
Faculty of Education,
Universiti Teknologi MARA,
Malaysia 

Muhamad Fairus Kamaruzaman
College of Creative Arts,
Universiti Teknologi MARA,
Malaysia

 

Received: 3/11/2022           Accepted: 6/11/2022                  Published: 6/24/2022

 

Abstract:
This paper highlights one of the most critical aspects of facilitating vocabulary learning among children with autism. Several pertinent issues serve as the focus of the paper; vocabulary course design for high functioning children with autism and the relevant considerations required when teaching them using technology. To explore these issues, a qualitative design using content analysis through extensive literature review was conducted. The content analysis included a critical examination of the features of children with autism and their learning and the theories of vocabulary course design and its principles. The analysis brought to light relevant considerations following the five factors as identified from the critical examination of the literature. Hence, this paper proposes course design for high functioning children with autism considerations. Curriculum designers, syllabus writers and instructors for children with autism could expect to benefit from this paper. This paper also recommends quantitative research such as a survey with the relevant stakeholders to confirm or enrich the data from the present study.
Keywords: Autism spectrum disorders, high functioning children with autism, technology in education, vocabulary course

Cite as:    Abd Majid, F.,   Abd Rahman, S. B., &  Kamaruzaman, M. F.  (2022). Teaching High Functioning Children with Autism: Considerations for Vocabulary Course Design Using Technology . Arab World English Journal, 13 (2) 490-499.
DOI: https://dx.doi.org/10.24093/awej/vol13no2.34

References:

Alberta Learning. (2003). Teaching students with autism spectrum disorders: A guide for educators. Edmonton: British Columbia Ministry of Education and Saskatchewan Education, Canada.

Berenguer, C. Rosello, B., Baixauli, I., García, R. & Miranda, A. (2020). Theory of Mind Profiles in Children with Autism Spectrum Disorder: Adaptive/Social Skills and Pragmatic Competence. Frontiers in Psychology. Retrieved from https://doaj.org/article/4f7ad1dcc0564b528d3d61a4809ed2d9

Berwick, R. (1989). Needs assessment in language programming: from theory to practice. In R Johnson (Ed) The second language curriculum. Cambridge: Cambridge University Press. Retrieved from https://doi.org/10.1017/CBO9781139524520

Brown, J. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development, New York: Heinle and Heinle Publishers, USA. Retrieved from https://eric.ed.gov/?id=ED397672

Craig, M. & Trauner, D. (2018). Comparison of Spontaneously Elicited Language Patterns in Specific Language Impairment and High-Functioning Autism. In Pediatric Neurology, 79, p. 53-58. Retrieved from https://doi.org/10.1016/j.pediatrneurol.2017.09.017

Erlingsson, C. (2017). A hands-on guide to doing content analysis. In African Journal of Emergency Medicine, 7(3), p. 93-99. https://doi.org/10.1016/j.afjem.2017.08.001

Escobedo, L., Tentori, M., Quintana, E., Favela, J., & Garcia-Rosas, D. (2014). Using augmented reality to help children with autism stay focused. In IEEE Pervasive Computing, 13(1), p. 38–46. https://doi:10.1109/ MPRV.2014.19

Halabi, O.; Aljaam, J.M.; ElSeoud, S. and Alpona, H. (2017).  Design of immersive Virtual Reality system to improve communication skills in individuals with autism. In International Journal of Emerging Technologies in Learning, 12 (5). https://doi: 10.3991/ijet.v12i05.6766

Hawkey, R. (1980). Syllabus Design for Specific Purposes, ELT Documents Special, Projects in Materials Design, London: The British Council.

Hutchinson, T. and Waters, A. (1987). English for Specific Purposes: A Learner-Centred Approach. Cambridge: Cambridge University Press, UK. http://dx.doi.org/10.1017/CBO9780511733031

Kamaruzaman, M. F., Noor, H. M., & Azahari, M. H. H. (2016). Developing TaLNA: A numeracy learning application for children with autism. The Turkish Online Journal of Educational Technology

Kellems, R. O., Eichelberger, C., Cacciatore, G., Jensen, M., Frazier, B., Simons, K., & Zaru, M. (2020). Using video-based instruction via augmented reality to teach mathematics to middle school students with learning disabilities. In Journal of Learning Disabilities, 53(4), p. 277-291. Retrieved from https://doi.org/10.1177/0022219420906452

Khowaja, M., Robins, D. L. & Adamson, L. B. (2018). Utilizing two-tiered screening for early detection of autism spectrum disorder. In National Autistic Society, 22(7). Retrieved from https://doi.org/10.1177%2F1362361317712649

Kuckartz, U. (2019). Qualitative text analysis: a systematic approach. In Kaiser, G., Presmeg, N. (Eds.) Compendium for Early Researchers in Mathematics Education ICME-13 Monographs. Springer. https://doi.org/10.1007/978-3-030-15636-7_8

Lucas, R., Thomas, L. & Norbury, C. F. (2017). Can Children with Autism Spectrum Disorders Learn New Vocabulary from Linguistic Context? In Journal of Autism and Developmental Disorders, 47(7), p. 2205-2216. Retrieved from https://doi.org/10.1007/s10803-017-3151-z

McMahon, D. D., Cihak, D. F., Wright, R. E., & Bell, S. M. (2016). Augmented reality for teaching science vocabulary to post-secondary education students with intellectual disabilities and autism. In Journal of Research on Technology in Education, 48(1), p. 38–56. Retrieved from https://doi:10.1080/15391523.2015.1103149

Omar, S. and Bidin, A. (2015). The impact of multimedia graphic and text with autistic learners in reading. In Universal Journal of Educational Research, 3 (12), p. 989-996. Retrieved from https://doi: 10.13189/ujer.2015.031206

Sansosti, F. J. & Powell-Smith, K. A. (2006). Using Social Stories to Improve the Social Behavior of Children with Asperger Syndrome. Retrieved from https://doi.org/10.1177%2F10983007060080010601

Sarker, S.; Md Linkon, A.H.; Bappy, F.H.; Rabbi, M.F. and Nahid, M.M.H. (2021). Improving joint attention in children with autism: a VR-AR enabled game approach. In International Journal of Engineering and Advanced Technology, 10 (3). Retrieved from https://doi:10.35940/ijeat.C2201.0210321

Simpson, R. L., de Boer-Ott, S. R., & Smith-Myles, B. (2003). Inclusion of Learners with Autism Spectrum Disorders in General Education Settings. In Topics in Language Disorders, 23(2), p. 116–133. doi:10.1097/00011363-200304000-00005

Smith, M. J., Ginger, E. J., Wright, K., Wright, M. A., Taylor, J. L., Humm, L. B., Olsen, D. E., Bell, M. D., & Fleming, M. F. (2014). Virtual reality job interview training in adults with autism spectrum disorder. In Journal of Autism and Developmental Disorders, 44(10), p. 2450–2463. https://doi.org/10.1007/s10803-014-2113-y

Valencia, K.; Rusu, C.; Quinones, D. and Jamet, W. (2019). The impact of technology on people with autism spectrum disorder: a systematic literature review. In Sensors, 19. Retrieved from https://doi.org/10.3390/s19204485

Vicker, B. (2009). Social communication and language characteristics associated with high functioning, verbal children and adults with autism spectrum disorder. Bloomington, IN: Indiana University, Indiana Institute on Disability and Community. Retrieved from http://hdl.handle.net/2022/9541

Walker, Z., Vasquez, E., & Wienke, W. (2016). The impact of simulated interviews for individuals with intellectual disability. In Journal of Educational Technology & Society, 19(1), p. 76–88.

 

 

Facebook
Twitter
LinkedIn
Tumblr
Reddit
Email
StumbleUpon
Digg
Received: 3/11/2022 
Accepted: 6/11/2022
Published: 6/24/2022 
https://dx.doi.org/10.24093/awej/vol13no2.34   

Faizah Abd Majid is a Professor in Adult and Higher Education at the Faculty of Education, Universiti Teknologi MARA. She has vast experiences in research and publication in the areas of TESL, teaching and learning. Recently she is involved in a special funded project on the use of technology in teaching children with autism. ORCID ID http://orcid.org/0000-0002-9642-6342

Shireena Basree Abdul Rahman is an Associate Professor in English Literature and Early Childhood Education at the Faculty of Education, Universiti Teknologi MARA. She has keen interest in early education and her latest research involves an ethnographic study on the learning development of an individual with autism. ORCID ID http://orcid.org/0000-0003-1088-1975

Muhamad Fairus Kamaruzaman is an Associate Professor in Graphic Design at the College of Creative Arts, Universiti Teknologi MARA. His main research focus is the use of technology in teaching and learning among school children. He is currently involved in a research project looks into the graphic design suitable for children with autism. ORCID ID http://orcid.org/0000-0001-9577-9237