Realization of foreign language education potential in teaching and socializing schoolchildren with autism spectrum disorder

Abstract

The purpose of the study is to determine the didactic potential of foreign language education, which allows the development and socialization of a schoolchildren with autism spectrum disorder (ASD) by using the proposed methods and special didactic materials. The article substantiates the most important principles of teaching a foreign language and reveals the communicative features of this category of schoolchildren, which should be considered when developing personalized didactic materials. The scientific novelty of the study lies in the theoretical substantiation of the principles and methods of teaching a foreign language to schoolchildren with ASD based on the specifics of their communicative features. As a result of empirical teaching based on the proposed methods and the developed didactic materials which students/future teachers tested during their teaching practice, the dynamics of success has been revealed, and methodological recommendations for mastering a foreign language and socializing schoolchildren with ASD have been proposed.