Abstract:
Abstract
Learning English is often very difficult for students diagnosed with a Specific Learning Disorder1. For this reason, it is of fundamental importance to adopt specific teaching methodologies.2
The aim of this thesis is to investigate the effectiveness of the Helen Doron methodology in promoting English language learning in students diagnosed with ASD.
The paper will take a close look at various methodologies used in teaching a second language (L2), specifically English language to students diagnosed with ASD. Both traditional methods and more modern approaches will be considered.
The techniques used for normolectric learners differ from those proposed for students with learning difficulties, while maintaining clear the bidirectionality of modern approaches that favour children with difficulties while enriching normolectrics.
The focus of this thesis will be on the description of the Helen Doron English methodology. This peculiar approach promotes the teaching of the second language (L2) through the use of natural channels and following the dynamics that emerge in the approach to the mother tongue3. It also places particular emphasis on the promotion of cooperation and the use of positive reinforcement as a valuable psychological support for the student and the class.
Data on the performance of an 8-year-old student diagnosed with ASD who participated in 24 lessons over 6 months training based on the Helen Doron methodology will be presented and discussed.
The final conclusions will be aimed at a comprehensive summary of the results obtained, not only from the above-mentioned student, but also reporting the comments and impressions of the teacher and parents, thus providing a complete picture.
