Universal Journal of Educational Research Vol. 7(12), pp. 2609 - 2626
DOI: 10.13189/ujer.2019.071208
Reprint (PDF) (1122Kb)


The Application of Differentiated Instruction in Reading and Writing to a Boy with Autism in Early Childhood Education. A Case Study


Makrina Zafiri 1,*, Alexandra Konstantinidou 2, Vassiliki Pliogou 2
1 Foreign Language Office, Aristotle University of Thessaloniki, Greece
2 School of Education, Metropolitan College Thessaloniki, Greece

ABSTRACT

A number of research findings show that, because of the phenomenon of classroom heterogeneity, in our days, there is a need for the application of differentiated instruction. The latter is a modern teaching approach, which has as its ultimate objective the provision of the best possible education for pupils with special educational needs, including autism. By applying differentiated instruction, the teacher can enhance the learning skills of students as well as contribute to their cognitive and socio-emotional development. The purpose of this research is to investigate the effectiveness of differentiated instruction in the writing and reading skills of a boy with autism in early childhood education. To this end two types of research methodologies were applied, qualitative research (semi-structured interviews) and action research through a series of activities, based on the principles of differentiated instruction. The results of this research showed that the application of differentiated instruction has produced positive results, for the boy who has autism, in both reading and writing.

KEYWORDS
Differentiated Instruction, Autism, Early Childhood Education, Writing, Reading

Cite this paper
Makrina Zafiri , Alexandra Konstantinidou , Vassiliki Pliogou . "The Application of Differentiated Instruction in Reading and Writing to a Boy with Autism in Early Childhood Education. A Case Study." Universal Journal of Educational Research 7.12 (2019) 2609 - 2626. doi: 10.13189/ujer.2019.071208.