English Language Learning Characteristics of Students with Autism Spectrum Disorder

Abstract

This paper aimed to study the behavior of students with autism spectrum disorder and their English
language learning characteristics as well as to propose policy recommendations and guidelines for an
appropriate English language learning management. A sample of 10 students with autism spectrum disorder
and 3 teachers of the Regional Special Education School in the Special Development Zone Southern Border
Provinces participated. The questionnaire, interview, and classroom observation were employed for data
collection which was analyzed by the qualitative descriptive analysis approach. The results revealed that
the common problems of the students were social behavior. Their English language learning characteristics
on speaking and listening skills was more frequently found than reading and writing skills. Teachers should
deeply understand the characteristics of students with autism spectrum disorder and be able to introduce
activities and media to enhance the students’ learning process and English language teaching and learning
development.