VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES NGUYEN XUAN NGOC AN EXPLORATORY STUDY OF ENGLISH TEACHERS’ PERCEPTIONS OF TEACHING ENGLISH TO STUDENTS DIAGNOSED WITH AUTISM SPECTRUM DISORDERS AT PRIMARY SCHOOLS IN HANOI Nghiên cứu khám phá về nhận thức của giáo viên tiếng Anh đối với việc dạy tiếng Anh cho học sinh mắc chứng rối loạn phổ tự kỷ tại các trường tiểu học ở Hà Nội Master’s Thesis Major: English Language Teaching Methodology Code: 8140231.01 Minor program Hanoi - 2024 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES NGUYỄN XUÂN NGỌC AN EXPLORATORY STUDY OF ENGLISH TEACHERS’ PERCEPTIONS OF TEACHING ENGLISH TO STUDENTS DIAGNOSED WITH AUTISM SPECTRUM DISORDERS AT PRIMARY SCHOOLS IN HANOI Nghiên cứu khám phá về nhận thức của giáo viên tiếng Anh đối với việc dạy tiếng Anh cho học sinh mắc chứng rối loạn phổ tự kỷ tại các trường tiểu học ở Hà Nội Master’s Thesis Major: English Language Teaching Methodology Code: 8140231.01 Minor program Supervisor: Dr. Huynh Anh Tuan Hanoi - 2024 DECLARATION This thesis entitled “An exploratory study of English teachers’ perceptions of teaching English to students diagnosed with Autism Spectrum Disorders at primary schools in Hanoi” is a presentation of my original research work as the fulfillment of the requirements for the Degree of Master of Arts in English Language Teaching Methodology at the University of Languages and International Studies, Vietnam National University, Hanoi. Hanoi, 2024 Nguyễn Xuân Ngọc ii ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor, Dr. Huynh Anh Tuan, for his invaluable support, dedicated guidance, and feedback throughout the course of this research.
His expertise and encouragement have been invaluable in the completion of this thesis. I am also profoundly grateful to the members of my thesis committee for their insightful comments, helpful suggestions, and the time they have generously dedicated to my work. I convey my sincere thanks to my respectful professors of the Faculty of Graduate Studies at the University of Languages and International Studies for their devotion and their engaging lectures, which laid a solid foundation for my academic pursuits. I would also like to extend my appreciation to my head of department and colleagues at the Military Scientific Information Department/Vietnam - Russia Tropical Center, who have shown tremendous flexibility and encouragement throughout my academic journey.
Their collaboration and assistance have been instrumental in allowing me to balance work and study effectively. Special thanks go to my friends who have offered me constructive feedback, helpful resources, and continuous support during this process. On a personal note, I am also thankful to my family for their unconditional love and support, and for believing in me in every step of the way. Their understanding and encouragement have been my pillars of strength during this challenging journey.
Last but not least, I am grateful to the participants of my study for their willingness to contribute their time and knowledge, without which this research would not have been possible. Thank you to all who have played a part in the completion of this thesis. Your support and encouragement have been invaluable. iii ABSTRACT This thesis investigates the perceptions of English teachers of teaching English to students with Autism Spectrum Disorder (ASD) in primary schools, focusing on the context of Hanoi.
Specifically, the study aims to explore teachers' attitudes toward the inclusion of ASD learners in mainstream classes, their level of preparation to teach this special group of students, and the contextual challenges they encounter in the teaching process. A mixed-methods approach was employed, utilizing both quantitative surveys and qualitative interviews to gather data from the participants. The findings reveal that teachers, in general, exhibit positive attitudes toward teaching ASD students in mainstream classes. Teachers also express a moderate level of preparation for instructing this special population of learners.
Finally, the study points out that, contextual obstacles such as lack of training, inadequate collaboration among staff, and limited teaching resources pose significant challenges to the teachers‟ effective instruction. The study underscores the importance of providing comprehensive training and support mechanisms to equip teachers with the necessary conditions for creating a more successful inclusive learning environment for ASD students. Keywords: Autism Spectrum Disorders, ASD, Inclusion, Inclusive education, Teaching English. iv TABLE OF CONTENTS DECLARATION.
iii LIST OF ABBREVIATIONS. vi LIST OF TABLES .vii LIST OF FIGURES. viii CHAPTER I: INTRODUCTION. Statement of the problem.
Aims and objectives of the study. Scope of the study. Significance of the study. Structure of the thesis.
5 CHAPTER II: LITERATURE REVIEW. The national context and public policies in relation to ASD students. ASD and its features. Benefits of IE for children with ASD.
Teaching English to students with ASD. Teaching English to students with ASD. The attitudes of English teachers toward the inclusion of ASD students in mainstream classes. Teachers‟ preparation to teach English to ASD students.
Teachers‟ contextual challenges in teaching English to ASD students. 23 CHAPTER III: RESEARCH METHODOLOGY. Participants of the study .Data collection procedure. 39 CHAPTER IV: FINDINGS AND DISCUSSION OF THE STUDY.
The attitudes of primary school English teachers toward the inclusion of students with ASD in mainstream classrooms. 41 Factors that might influence the attitudes of primary school English teachers toward the inclusion of students with ASD in mainstream classes. Primary school English teachers‟ preparation for teaching English to ASD students. The contextual challenges that hinder effective teaching for students with ASD.
52 Theme 1: Inadequacy of training. 53 Theme 2: Lack of collaboration. 54 Theme 3: Insufficient school resources. Recapitulation of the research findings.
Validity and reliability of the study. Limitations of the study. Suggestions for further research. 94 vi LIST OF ABBREVIATIONS ASD: Autism Spectrum Disorders IE: Inclusive Education RQ: Research question UNICEF: United Nations International Children's Emergency Fund UNESCO: United Nations Educational, Scientific and Cultural Organization APA: American Psychiatric Association SPSS: Statistical Package for Social Sciences SD: Standard deviation vii LIST OF TABLES Table 1: Demographic information of survey participants Table 2: Demographic data of interviewees Table 3: Activities and task system in relation to the objectives proposed Table 4: The study's main phases Table 5: The quantitative data analysis steps and activities Table 6: The qualitative data analysis steps and activities Table 7: Methods of statistical analysis to answer RQ1 Table 8: The overall teachers‟ responses (% of agreement/disagreement) to the survey statements of teachers‟ attitudes toward the inclusion of ASD students in mainstream classes Table 9: The Mean and SD of teachers' attitudes toward teaching English to students with ASD Table 10: Interpretation of Mean Score for 4-point Likert Scale by Taib (1996) Table 11: Relationship between teachers‟ attitudes and their ages Table 12.
Results of sampled T-test for attitudes of teachers toward incision of students with ASD by gender Table 13: Relationship between teachers‟ attitudes and their education level Table 14: Relationship between teachers‟ attitudes and their type of school Table 15: Relationship between teachers‟ attitudes and their years of experience working with ASD students Table 16: The degree to which teachers feel prepared to teach students with ASD Table 17: Mean and SD of teachers‟ preparation in teaching English to students with ASD viii LIST OF FIGURES Figure 1: Triangulation Design (Cresswell & Clark, 2007) Figure 2: Predictor variables concerning teachers‟ attitudes towards inclusion of students CHAPTER I: INTRODUCTION In recent decades, more children with Autism Spectrum Disorder (ASD) have been taking part in mainstream education. Like teaching other subjects, teaching English to students with ASD presents unique challenges that educators must navigate. Consequently, one of the crucial points is to comprehend the teachers' perceptions of teaching English to this special group of learners. Additionally, identifying the contextual challenges teachers face that affect the successful inclusion and effective teaching of children with ASD is essential in this educational setting.
This exploratory research aims to explore the perceptions of primary English teachers regarding the teaching of the English language to children with ASD and the specific external obstacles they encounter. By shedding light on teachers' perspectives, this study seeks to enhance the understanding of this special process, simultaneously providing insights to better overcome the obstacles associated with educating this particular group of students. In this very first chapter of the research, a brief overview of the research is provided, outlining eight main points: (1) Statement of the problem, (2) Aims of the study, (3) Research questions, (4) Scope of the study, (5) Significance of the study, and (6) Structure of the thesis. Statement of the problem Cherie Blair once said: “If every child matters, every child has the right to a good start in life.
If every child matters, every child has the right to be included. And that is so important for children with special needs”. It is estimated there are currently 240 million children living with disabilities worldwide (UNICEF). However, they are often overlooked when formulating policies, which restricts their access to education and hinders their capacity to engage in social, economic, and political life (UNICEF).
For a very long time, disabled children were educated in separate classes or separate schools. Consequently, people have become accustomed to the fact that special education means separate education. However, throughout the past 45 years, the development of education policy has been influenced by research demonstrating the academic and social advantages of inclusive educational placement (Yasamin Bolourian, 2022). Emphatically, UNESCO‟s 2030 Agenda for Global Education states that one of its goals is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Consequently, a large number of students with special needs, including those with ASD, are receiving an education in inclusive settings, usually in the context of general education.
2 Recent statistics indicate that a higher proportion of students with special needs are educated in regular schools compared to special schools (Al-Mousa, 2010). Hence, besides the responsibilities and actions of the government and the whole society, the contribution of schools in general, teachers in particular have made a great effort in unlocking the door to Inclusive Education (hereafter IE) for children with disabilities. Once students with disabilities are enrolled in general education, their teachers play a significant role in enabling and facilitating inclusive practices that foster equal access to the curriculum and social opportunities in the classroom (Individuals with Disabilities Education Act, 1990, 2004). In Vietnam‟s formal educational system, English is an optional subject from Grade 1 and becomes compulsory from Grade 3 to 12.
Teaching English is a high- demanding duty. But to English teachers in inclusive classrooms in general, in primary schools in particular, this duty appears to be doubled in difficulty level because “unlike impairments that involve bodily and sensory functions, the struggles of children with ASD are on another level of complexity since they are not “tangible” (Vu Hai Ha & Nguyen Nha Uyen, 2020). Much literature has discussed the issues and obstacles that learners with autism face in their English as a foreign language learning process. Yet, not much spotlight and acknowledgment has been given to primary EFL teachers who play an essential role in addressing the needs of children with ASD with day-to-day special care and attention.
Until now, researchers in the educational field have made a considerable effort to fully acknowledge this issue. Most of the studies were conducted on preschool children, with a few involving elementary school children. Some studies have discussed the use of intervention programs and strategies, including psychomotor intervention methods and speech therapy, teaching children to understand emotions, how to manage children's behavior, and the application of techniques in intervention for children with ASD. Despite the overwhelming number of students with ASD in Vietnam, the efficiency of IE implementation with children with ASD has not previously been evaluated (Tran Van Cong, et al.