Modification of teaching mftersals to improve the quality of education for students with autism

Скрипник, Тетяна Вікторівна and Мартинчук, Олена Валеріївна and Куценко, Тетяна Олександрівна and Будій, Олена Сергіївна (2025) Modification of teaching mftersals to improve the quality of education for students with autism Інноваційна педагогіка, 2 (85). pp. 66-71. ISSN 2663-6085

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Abstract

The article is devoted to the issue of improving the quality of education for students with autism by modifying teaching materials. The purpose of the article is to determine the effectiveness of options for modifying educational texts based on the strengths of students with autism in order to improve their ability to understand and navigate these texts. We have developed criteria for assessing the text comprehension skills of primary school students, which include: identifying the theme and main idea, main and secondary characters, attention to the logic of the text, understanding the sequence of events in the text, etc. A preliminary assessment of the ability of students with ASD to perceive educational texts revealed significant difficulties in understanding the structure of the text, the behavior of the characters, the interrelationships between events in the text, and the formulation of conclusions based on the text read. We applied ideas of structure that correspond to the tendency of people with ASD toward similarity, completeness, clarity, and unambiguity. We also took into account such an important characteristic of teaching these individuals as visual representation, which makes information clearer, more understandable, and more predictable. To modify the educational text, we used: division into interrelated blocks, highlighting of key words and phrases in the text, tables, additional visual reinforcement, and gradual expansion of the text volume. The most obvious changes in the ability of students with ASD to perceive educational texts occurred in terms of text reproduction and understanding of cause-and-effect relationships, which indicates progress in the ability to comprehend what they have read. Indicators of text sequence comprehension have partially increased. We also noted the following difficulties that remained for students with ASD: interpreting the behavior of characters in the text, analysis, and conclusions. This indicates the relevance of introducing a longer and more consistent influence on the ability of students with autism to navigate educational texts and participate in a high-quality educational process.

Item Type:	Article
Uncontrolled Keywords:	autism spectrum disorders; learning skills; modification of teaching materials; structured learning; quality inclusive education
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет психології, соціальної роботи та спеціальної освіти > Кафедра спеціальної та інклюзивної освіти
Depositing User:	Завідувач Олена Валеріївна Мартинчук
Date Deposited:	25 Nov 2025 11:08
Last Modified:	25 Nov 2025 11:08
URI:	https://elibrary.kubg.edu.ua/id/eprint/53832

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