2024, Vol. 4, Issue 1, Part A
Assessing writing to compare abilities between autistic and regular individuals in English composition by using universal design for learning (UDL)
Author(s): Ghada Majid Ahmed
Abstract: This study conducts a systematic investigation of the English composition writing abilities among autistic individuals, seeking to determine their strengths and weaknesses in this specific cognitive area. This paper examines the use of Universal Design for Learning (UDL) principles in writing instruction and their value in supporting increased access and engagement for autistic learners(Which targets the type known as Asperger's Syndrome, referring to those who can coexist with typical students) those who were integrated with regular studentsIn regular schools, not private onesand who were diagnosed as having the ability to adapt to them without harming their peers. This Study directed to students at fifth secondary school, scientific biological branch Baghdad same department for academic year 2024-2025; It included a sample of) 60 (Students (20for each group) English composition material from ("English for Iraq - Fifth Preparatory") by Olivia Johnston & Mark farrell. It provides insights relevant to best practices in teaching writing to autistic students, contributing to inclusivity and equity in learning contexts where varying needs are not adequately addressed. The goal of the study, however, is to add to our knowledge about how fundamentally different instructional approaches can lead all autistic students close word-to-text transcription success with learning-enhancing plan tools in English composition. The results suggest that both the Regular Experimental group and Autistic Experimental group (Both taught using UDL) performed better on post-test writing compositions than Pre-test, although neither was statistically greater than the Control. Furthermore, as posted in the parental study, there was no difference between the two experimental groups themselves. Overall, this provides some evidence that UDL can be more effective than writing instruction practices typically used with autistic learners; however, the effect may not differ much from traditional methods in this study context. The researcher recommend conducting longitudinal studies as a means to study the long-term impacts on writing skills for autistic students due to UDL. Also, investigating the impact of identifying UDL strategies that work best for various components of writing.
DOI: 10.22271/27103919.2024.v4.i1a.45
Pages: 34-43 | Views: 332 | Downloads: 172
Download Full Article: Click Here
How to cite this article:
Ghada Majid Ahmed. Assessing writing to compare abilities between autistic and regular individuals in English composition by using universal design for learning (UDL). International Journal of Autism. 2024; 4(1): 34-43. DOI: 10.22271/27103919.2024.v4.i1a.45
Other Journals