Academic and emotional support strategies for students with autism in the English classroom.

Abstract

Introduction: Students with Autism Spectrum Disorder (ASD) face significant challenges in communication, social interaction, and emotional regulation that limit their participation and learning in English as a Foreign Language (EFL) classrooms. Traditional teaching methods often fail to address their specific needs. Materials and methods: The study adopted a qualitative approach, collecting data through classroom observation and semi-structured interviews. The sample included three students with ASD characteristics, two English teachers, and one inclusive education specialist from a public school in Ecuador. Data were analyzed through triangulation of methods and sources. Results: Findings revealed that teachers face difficulties maintaining group interaction and teaching abstract grammar rules. Students exhibit anxiety when routines change and frustration with lengthy tasks, but show enthusiasm with visual supports. Teachers reported fragmented strategies and insufficient specialized training. Parents confirmed children's anxiety and frustration, noted disconnection between English lessons and daily life, and called for individualized instruction. Observations showed uneven participation, fluctuating emotional responses, and inconsistent teaching practices. Two strategies were proposed: an academic fostering strategy (visual vocabulary cards, step-by-step grammar exercises, interactive digital tools, interest-based reading) and an emotional support strategy (routine visual schedules, calm corners, mindfulness breaks, positive reinforcement). Discussion: Results align with previous studies confirming that ASD students in EFL contexts need structured, predictable, sensoryfriendly environments, and that parental involvement is crucial but often hindered by lack of school guidance.