Inclusive lesson plan: Autism Spectrum and Asperger Syndrome.docx
ADAPTCION CURRICULAR Y ENSEÑANZA DEL INGLES COMO LENGUA EXTRANJERA ENFOCADA A
ESTUDIANTES CON NECESIDADES ESPECIALES
BY: Jefferson Villalba
Date: January 2, 2023
AUTISM SPECTRUM AND ASPERGER SYNDROME ELEMENTS AND
LESSON PLAN EXAMPLE ABOUT HOW TO TEACH ENGLISH TO THESE
He is Jack, he was diagnosed with autism spectrum disorder (ASD).
He has usually difficulty with social interaction, unusual interest in
objects, and difficulty with changes in routine, he is just too shy.
She is Sarah, she was diagnosed with Asperger Syndrome, she has
trouble understanding social cues and conversational language styles,
an inflexible adherence to a routine or ritual, repetition of movements
or words and phrases, difficulties with fine-motor skills and sensory
integration, a persistent preoccupation with objects.
STUDENTS WITH DISABILITIES
Jack’s Background Sarah’s Background
What are the
barriers (i.e., school
policy, lack of training
-Creating an inclusive
environment (i.e., lack
of understanding from
other teachers, students,
-Try to build
relationships with peers
What does Asperger
Syndrome look like?
-Problems relating to
other children or
-Their attention is
fixed on a specific
-Shows little facial
-Trouble reading or
“It is a chronic
n, and a
“It is a
by deficits in
(Baio J, 2014)
ASD look like?
What are the
How does ASD
affect a child?
- Affects a child’s
nervous system and
-They often have
with other children
-Have difficulty with
-Need support to see
the big picture.
Lesson Plan adapted to students with Autism spectrum and Asperger syndrome
1.- Information Data
Teachers: Lic. Jefferson Villalba
Book: English student book Level A1.2
Unit 1: My family and me
Lesson: What´s your family like?
2.- Specific Information
Main aim: To describe the family members through auditory, visual and kinesthetic materials.
Skills Content Methodological Strategies Resources Evaluating Time
-Learn vocabulary trough
pictures, flash cards.
-Listen, act and sing a song
-Reflect on grammar.
-Teacher shows some pictures about the main
members of the family.
-Teacher repeats and make students repeat making
the relationship between vocabulary and meaning.
-Teacher and students observe and listen a song
about members of the family. Song: “The family”
-Teacher and students act out the song.
-Teacher and students sing the song.
-Teacher presents the students' flashcards with
family members, the students should point out who
they live with at home.
- Now each student should take a flashcard and
show it to their classmates all members of the
family they live with. For instance: She is my
- Students are able to
recognize the family
E.g. dad, mom, etc.
-Students are able to
describe their family
E.g. My dad is happy
-Students are asked to work in groups.
-Teacher shows flashcards with the state of mind
of each one of their relatives and they are asked to
make a dramatization and description according to
what they see in the flashcards. For example:
My father is happy
-At the beginning of the activity, teacher should
present a clear model of what students are supposed
-Students can make the relationship with the
gestures learned from the song.
-Teacher presents her/his family members once
again through a brief description.
-Teacher must read clearly, making a relationship
about what they have previous learned. For
instance: This is my mom, her name is Nancy, she
is always happy and she loves to dance.
-Teacher makes use of mimics, facial expressions,
movements while reading.
-Teacher can bring into the class some instruments
like: photographs, a pair of glasses, wigs or clothes
to dramatize while presenting the members of the
-Teacher asks students to recognize which family
members are listed according to the family
flashcards by looking at their relation to them.
For example: “Who is he/she?” he is my……; she is
-Students should be able to give you basic answers,
like: mother, father, brother and sister, etc.
-Teacher provides students with some flash cards
and asks them, “Who is he/she?”
- Students should be able to give you the whole
answer, “she is my sister”
-Students are giving the opportunity to practice the
form without knowing the structure.
-Teacher then writes the form and let students
reflect on it in general terms. “He is my dad “ “She
is my mom”
-he for him - is (verb)
-she for her -my (pp)
- Review the key words and expressions from the
-Teacher provides each student with work sheets.
-Worksheets are different for students with
-Teacher asks students with autism and Asperger to
match the word to the correct family member
-Teacher asks to reorder and match the correct
word to the correct picture.
-Teacher monitors the correct development of the
-Once the activity is complete, teacher can review
the key expressions from the lesson. For example,
ask students ‘Who is she/he?’, and students can
answer ‘he/she is my brother,’ etc.
-To students with special needs, teacher has to
show the picture and pointing out it in order they
-Teacher shows his/her drawing about members of
-Students are asked to draw one of their members
of the family.
-Teacher monitors the activity all the time.
-Teacher can make use of relaxing music to create
a good environment to work.
-Students are asked to make a little description
about the member of the family they drew using the
expressions and the vocabulary they have learned.
My mom is sad
My dad is happy.
-Teacher monitors the activity all the time.
-Students are asked to act out what they have
written in the previous task.
-Students reflect about what they have learned.
-Students can use the gestures they have learned
through the lesson.
Students with Special Needs Specification of the adapted material to be applied
Teachers who work with students with special needs learn how
to identify disabilities in order to design personalized plans based
on assessment results and empirical data. Thus, they should
It is advisable to use mainly visual materials and music, as well as short tasks. In the
case of assessment, teachers should only focus on those skills students have
developed. Classroom strategies to be implemented include: listing objectives and
goals per lesson; differentiating instruction by tiers or learning styles / multiple
modify the objectives and indicators in accordance with those
results, and adapt the corresponding activities.
intelligences; presenting information in multiple formats; using review games to make
Content, communication, cognition and culture.
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility, solidarity, etc.
DONE BY: REVISED BY: APPROVED BY:
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
- Baio J, W. L. (2014). Prevalence of autism spectrum disorder among children aged 8 years — autism and developmental
disabilities monitoring network . United States: MMWR Surveill Summ.
- Woodbury-Smith, M. R. (2009). Asperger syndrome. London: European Child & Adolescent Psychiatry.
- ICBF: Orientaciones pedagógicas para la atención y la promoción de la inclusión de niños y niñas menores de seis años con
Discapacidad Motora. Bogotá. Colombia, s.n., 2008.
- NARVARTE M.: Soluciones pedagógicas para el TDH. España, Lexus. 2008.
- UNESCO: Guidelines for Inclusion: Ensuring Access to Education for All, s.l., 2005.
- Myles, B. S., Hagiwara, R., Dunn, W., Rinner, L., Reese, M., Huggins, A., et al. (2004). Sensory issues in children with Asperger
Syndrome and autism. Education and Training in Developmental Disabilities, 39, 283−290.
- Griswold, D. E., Barnhill, G. P., Myles, B. S., Hagiwara, T., & Simpson, R. L. (2002). Asperger Syndrome and academic
achievement. Focus on Autism and Other Developmental Disabilities, 17, 94−102.