Autism Spectrum Disorder: Developing ESL Proficiency via Visual Teaching Tools in International Schools of China

Abstract

The effectiveness of using video-based instruction to teach English to young Chinese autistic language learners is the focus of the following article. The present study employed several methods such as online questionnaires, commentaries, interviews, and quantitative and qualitative methodologies to assess data and accomplish its objectives. The research’s relevance is limited by the reality that Chinese students struggle academically and find it difficult to socialize with their peers on a daily basis. The purpose of this study is to present the results of educating young Chinese autistic students through video-based instruction and visual learning activities. The research’s practical value is strongly reinforced by the content’s usefulness in teaching English to students with special needs. The results demonstrate that visual learning activities and video-based education promote inclusivity in the classroom and encourage peer social engagement.