Peculiarities of acquiring linguistic material by autistic foreign language students in the inclusive education framework

• S. Kogotkova ^[1] ; O. Lisyutina ^[1] ; O. Beletskaya ^[1] ; D. Ushakova ^[2] ; E. Bogdanova ^[2]
  1. [1] Russian Presidential Academy of National Economy and Public Administration

     Russian Presidential Academy of National Economy and Public Administration

     Rusia

     
  2. [2] RUDN University
• Localización: EDULEARN22 Proceedings: 14th International Conference on Education and New Learning Technologies (July 4th-6th, 2022, Palma, Spain) / coord. por Luis Gómez Chova, Agustín López Martínez, Joanna Lees, 2022, ISBN 978-84-09-42484-9, págs. 22-26
• Idioma: inglés
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• Resumen

  • In recent years, social rights and equality of all population groups have become central aims of welfare states. They have also framed educational policy in the developed countries. People with autistic disorders are a good example of a group whose opportunities in education and working life have remained limited, thus increasing their risk of social and economic exclusion.This research relies on the importance of the UN Convention on the Rights of Persons with Disabilities which emphasizes the societal change needed for seeing people with autistic disorders as persons who want to determine their own life and have opportunities to participate and contribute in their communities and society.The aim of this work is to examine autistic disorder studies and, in particular, autistic disorder studies in education to find optimal ways of teaching foreign language to autistic students.The research was conducted on the basis of special training center for disabled people “Open Space” and in class in the Russian Presidential Academy of National Economy and Public Administration and RUDN University, inclusive education having been long implemented there.The authors of the article undertake an attempt to study and analyze some specific features of acquiring linguistic material by autistic foreign language students in order to improve and adjust the educational process to their learning needs. The authors use the observation method aimed at finding better ways of teaching foreign language to autistic college students. The article studies and compares the ways the brain of an ordinary and autistic person perceive language, analyzing how these links can influence the ability to acquire linguistic material. The results of this study may be applied in teaching foreign language to non-linguistic college students, especially in institutions implementing the principles of inclusive education.