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1. Case Study on linguistics at CTP Granadilla to
reinforce English as a foreign language.
Melissa Astúa Torres
Juan Carlos Camacho Gómez

2. 
JUSTIFICATION
• ASPERGER`S
SYNDROME
• WITH
DISABILITIES
• REGULAR
CLASSROOMS
• EQUIAL
ACCESS
• EDUCATION
• LEGISLATION
NATION
ALL THE
STUDENTS
ONE
DISABILITY
INCREASING
NUMBER OF
CHILDREN

3. 
JUSTIFICATION
Asperger
Young People
Depend on Adults to survive in the
outside world
At CTP Granadilla, it is a need to
determine their performance to
get the English Language
It is intended to provide English
Teachers techniques and activities
for AS SS to achieve a cognitive
degree in learning English
Difficulty
To understand Social
Reality
To express their fear and
anxieties

4. 
Which English linguistics
skill is the most used by an
8th Asperger student to learn
English at CTP Granadilla?
PROBLEM STATEMENT

5. 
To determine the most used
English linguistics skill by an
8th Asperger student by
recommending an English
learning reinforced academic
guide.
GENERAL OBJETIVE

6. 
To describe English Teacher’s profile.
To find out the useful 8th As grader
learning skill.
To determine English Teaching
Approaches used by the teacher.
To identify the case study Asperger
student`s characteristics.
To propose an academic guide to teach
AS students.
SPECIFIC OBJECTIVES

7. 
 EFL teacher profile.
 The Asperger student´s skills.
 The Asperger student´s overall performance in
class.
 English Teaching Approaches.
 The case study Asperger student`s characteristics.
VARIABLES

8. 
LIMITATIONS
 Lack of information
about how Asperger
student learn.
 Asperger Syndrome
students are unique
for that reason this
work is for the CTP
Granadilla student.

9. 
THEORETICAL
FRAMEWORK
Four
Language
Abilities
Listening
Helps
-Understand speech
-Understand speakers
Speaking
Helps
-get language structure,
culture, language input
Reading
Helps
-develop reading skills
(skimming, scanning,
extensive and intensive
reading)
Writing
Helps
-emphasise the formal
language structure

10. Curricular
Accommodations
modification student`s
teaching/learning
process
knowing student`s
characteristics,
differences and needs
Access
accommodations
physical space,
materials or
communication
satisfy student`s
needs
Non- significant
accommodations
teacher`s actions
appropriate
learning situations
students´ needs
and characteristics
Significant
accommodations
elimination
contents/objectives
changing
evaluation criteria

11. 
ASPERGER´S SYNDROME
 According to DSM-IV
criteria, AS must meet
the criteria for social
impairment, repetitive
activities, age of
onset, but have
normal cognition and
early language
development.
 One common
characteristic of AS
people is they have
trouble carrying on
social conversations.
They have an
advanced vocabulary
and talk incessantly
about a favorite
subject.

12. 
INVESTIGATION
CASE
STUDY
it combines
different
research
methods
It will focus on a
specific case,
studying in
detail an
analysis unit
(individual)
As case study
techniques will
be used
observation,
interview as well

13. 
SAMPLE
The case study is about a teenager who was
diagnosed with Asperger Syndrome, he is
thirteen (13) years old and eleven (11) months
who lives with his mother and he has a brother
which age is sixteen (16) years old. He is taking
his eighth year in the group eight-one (8-1),
formed by twenty-four (24) students in the CTP in
Granadilla, Curridabat. He has non-significant
adjustment (curricular accommodations) in all the
subjects and the exploratory workshops.

14. INSTRUMENTS TO
COLLECT DATA
observation applied to the
student in a Conversational
English class
The second one is an
interview; guided by the
interviewers in which the
student answered some
questions
Two questionnaires applied to
the English teachers of the
institution to know the
student`s performance, skills
and approaches teachers use

15. 
OBSERVATION
THE ASPERGER STUDENT`S OVERALL PERFORMANCE IN CLASS,
although the social interaction is one of the deepest problems the AS
students have in this case, the student`s behaviour is so active, he spends
the time moving and stretching his arms, he is so sincere, he expresses
what he thinks.
EFL PROFILE OF THE TEACHER the methodology used to deliver the
lessons seems really to communicative approach, although there was not
much focus on pronunciation, there were no activities focused on writing
because those ones were done before. the teacher spoke most of the
times in English. students felt pretty comfortable with her class’ technique;
they participated actively throughout the class and completed most of the
exercises given. it is interested how the rest of the class takes into account
the Asperger student to participate.
ANALYSIS OF THE INFORMATION

16. INTERVIEW
THE SKILL OF THE ASPERGER STUDENT is perceived when he
mentions that he likes to spend hours in front of the computer
playing videogames, surfing in the Internet searching for
information that is interesting to him, playing videos in youtube.
He says that one topic that he likes so much is when he does not
know anything he looks for all the information he can and learn
about it.

17. ANALYSIS OF THE QUESTIONNAIRES
Graph Nº 7 Teacher`s thoughts about how AS learn
16%
17%
50%
17%
Memory learning
Significant learning
Receptive learning
Learning by discovery
Even though, half of the teachers believe students learn in a receptive way AS
are able to learn applying their most used skill according to their characteristics

18. Graph Nº 8 Strategies of the teachers practiced with Asperger Students
8%
3%
11%
11%
13%
8%0%
5%
11%
14%
8%
8% 0%
8%
3%
11%
11%
13%
8%0%
5%
11%
14%
8%
8% 0%
Help him to understand and organize his world
Do not get distressed easily
Do not talk too f ast
Allow more time to complete individual assignments and exams
Indicate the most important aspect in the English class
Divide the subject of study
Allow the use of workbooks and dictionary
Use of gestures in the oral instructions or explanations
Keep the student away f rom distracters
Constantly stimulate the student f or his achievements
Maintain communication with parents to indicate suggestions and
recommendations
Individual explanation of the exercises
In spite of teachers `awareness about Asperger Students` needs, it is necessary to
do an analysis about the Students `characteristics and skills.

19. As
children
usually
have
Lack
high
levelthinling
and
As
children
tend
to
be
very
Speaking
style
and
im
pressive
As
students
has
an
excellent
Problem
-solving
skills
are
poor
0%
10,00%
40,00%
10%
20% 20%
Graph Nº 14 Teacher`s Perspective about Asperger Student`s Behavior
According to the variable Asperger Student`s overall performance in class, it is
clear theoretically Asperger Student `s intelligence is not average to above-
average intelligence because of this teachers recognize they can learn as well as
any other student, so it is duty to strengthen his most used learning skill.

20. Always Often Sometimes Never
50,00%
33,33%
16,67%
0,00%
Graph Nº 20 Teacher`s Concordance about the Frequency on the
Promotion of Achievement of Success & Self-esteem in the AS SS
In addition to the teacher reinforces the student`s work in class
as it is shown in graph 20 where 70% of teachers say they
promote success in AS students their work will be able to
perform satisfactorily and obtain excellent results.

21. Always
Sometimes
Often
Never
33,33%
66,67%
0,00%
0,00%
Graph Nº21 Frequency Teachers include AS students in the same
group activities
Although AS students present difficulties to socialize in graph 21 the
66.67% of teachers include their students in the same group activities,
despite they are a little different as long as they are part of the rest of the
group their individual development goes to grow and be able to adapt
more easily to the group and develop their outstanding skills.

22. 
 EFL TEACHER PROFILE
CONCLUSION
Teacher must encourage students to communicate with
each other using the structures and vocabulary they've learnt,
to improve the four basic language skills L, S, R & W
RECOMMENDATION
Technology must be used with purpose (make job easier,
help student develop skills) and apply the E-learnig approach
that guides by using apps and web resources
CONCLUSIONS &
RECOMMENDATIONS

23. 
 ENGLISH TEACHING APPROACHES
CONCLUSION
English Teachers, at C.T.P. Granadilla, apply techniques
which use audios and videotaped conversations, model and
role-play by interacting through social stories.
RECOMMENDATION
New technologies allow trying things in physical and
virtual classrooms, for example, the use of the intelligent
phones or tablets make quick and easy way to survey
students during classes. They can be linked to computers,
projectors and the cloud, so students and instructors can
communicate through texts, drawings or diagrams.
CONCLUSIONS &
RECOMMENDATIONS

24. 
 THE ASPERGER STUDENT´S OVERALL
PERFORMANCE IN CLASS
CONCLUSION
Among the activities that he does out of class to reinforce
his performance in it are like searching unfamiliar words in
internet, playing video-games related with assignments,
looking information regard to his preferences.
RECOMMENDATION
They are so smart and they could be directed to use
technology. Technology is so available for using in class
(intelligent cellphones, tables, computers, projectors),
software programs help construct many tasks. In addition,
teachers must reinforce the student`s work in class to
promote success in AS students being able to perform
satisfactorily and obtaining excellent results.
CONCLUSIONS &
RECOMMENDATIONS

25. 
 THE ASPERGER STUDENT`S SKILLS
CONCLUSION
It is important to be aware that no all Asperger students
have the same problems. Teacher takes advantage of the
listening skill, as well as, verbal one to be a strength by the
Asperger Student.
RECOMMENDATION
It is important to develop the Asperger Student`s skill
whatever it is. Asperger Students might be directed to these
days to develop their skills towards using new tools
(technology) to catch their attention by taking advantage of
one of their strength.
CONCLUSIONS &
RECOMMENDATIONS

26. 
 JUSTIFICATION
One consent educators need is the profile of cognitive,
linguistic skills, and the Asperger syndrome student`s
weaknesses and his access to knowledge through his
concurrent style achieving and his integration into the social
group he copes. Taking into account the student`s need and
the researchers` concern to deepen this issue to lead to a
more inclusive process is that this proposal raises and be
planned.
 GENERAL OBJECTIVE
- To provide a guide improving English listening skill with
exercises for 9th Asperger’s grader at CTP Granadilla.
PROPOSAL
PRACTICAL GUIDE OF ENGLISH EXERCISES FOR 9TH
ASPERGER STUDENT IN THE COSTA RICAN PUBLIC SYSTEN

27. 
 SPECIFIC OBJECTIVE
 To write a guide to teachers as a support in the
English learning process as a foreign language.
 To test the possibility of the reliability of the guide
presented to teach a 9th Asperger grader at C.T.P.
Granadilla.
PROPOSAL
PRACTICAL GUIDE OF ENGLISH EXERCISES FOR 9TH
ASPERGER STUDENT IN THE COSTA RICAN PUBLIC SYSTEN

28. 
 DEVELOPMENT OF THE PROPOSAL
 Proposing essential teaching Asperger Students`
Tips for Educators
 Providing some brief strategies for teaching
Asperger Students
 Listing a variety of activities for listening with a
purpose
 Preparing an academic English guide with listening
exercises that could be applied in an English
conversational class of the 9th graders
PROPOSAL
PRACTICAL GUIDE OF ENGLISH EXERCISES FOR 9TH
ASPERGER STUDENT IN THE COSTA RICAN PUBLIC SYSTEN

29. Unit Title Listening
Exercises
Language
Function
1 Introductions Listening
Conversations
- Introductions
- Names
- Nice to meet
you
- Tell me about
yourself
- Where are you
from?
- Haven`t we met
before?
- Personal
introductions
Videos (www.esl-
lab.com)
Introducing
yourself;
Greetings
LISTENING EXERCISE FOR 9TH TEACHERS BASED ON MEP PROGRAN

30. 
COST OF THE PROPOSAL
ITEM AMOUNT UNIT COSTS
(COLONES)
TOTAL COSTS
(COLONES)
TOTAL
COSTS
(DOLLARS)
Printed Guide 3 2.000 6.000 10.70

31. 
S.W.O.T. OF THE PROPOSAL
 STREGTHS
-Easily adapted to 9th graders
-Each topic presented has
listening exercises
-Teachers can apply each topic
with the appropriate exercises
-Easy interpretation between
teachers and students for
better results
 WEAKNESSES
-It is an innovation, so the
acceptation might be not
as good as expected
-It is not applicable to
every Asperger student
because each one is
different
 It is just for a 9th grader

32. 
S.W.O.T. OF THE PROPOSAL
 OPPORTUNITIES
-The AS student will have
new ways to like English and
enjoy it, besides it can
develop his skills
-Teachers implement
expectations with respect to
Curricular accommodations
 TREATS
-Teachers have to control the
use of technology because of
Student`s distract
-With this guide, the Asperger
student will have new ways to
learn more English and to
neglect other subjects

33. IMPACTS
OF THE
PROPOSAL
INSTITUTIONAL
IMPACT
It benefits because
there are more AS
students in
different level
moreover the
planning can be
more specific
according to the
students needs.
ACADEMIC
IMPACT
It provides
teachers tools
to help learning
process in
Asperger
students.
OTHER STUDIES
DERIVAL
It can continue
investigating,
other studies that
can be proposed:
- autism students,
- Selective mutism
students,
- Students with
another disability.