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Phonics for children who use alternative augmentative communication
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Authors
Date
2025
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study focuses on the pedagogical strategies used for teaching reading to children with autism, employing a phonics-based approach tailored for those who communicate via alternative augmentative communication methods. It emphasises the combination of phonics with specific techniques such as 'say it in your head' and 'distractor array' to enhance the learning experience.
Aims: The primary aim of the research was to explore and evaluate the effectiveness of a phonics-based approach in reading instruction for children with special educational needs and disabilities (SEND), particularly those utilising pictorial and gestural communication methods. The study sought to refine the research questions and approaches through iterative cycles of action research.
Methods: The research was conducted through a series of action research cycles. The first cycle involved planning, implementing, and reviewing teaching strategies, allowing for the evolution of research questions based on observations and outcomes. Ethical consent was obtained from the parents of the children involved to ensure anonymity in the published data.
Findings: The findings from the action research cycles suggest that a phonics-based approach is beneficial for teaching reading to children with autism. Evidence shows that when combined with the 'say it in your head' approach and the use of a 'distractor array', these strategies significantly contribute to effective reading instruction for children who communicate through pictorial and gestural methods.
Implications: The study highlights that teachers working with children who have SEND can learn from the implementation of tailored phonics strategies, suggesting that similar combinations of instructional techniques may support enhanced learning outcomes. The iterative nature of the action research approach facilitates the adaptation of teaching methods to better address individual student needs, offering insights into effective instructional practices that may benefit others in similar educational contexts.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), autism, reading, phonics, children who communicate through pictorial and gestural methods