From Pictures to Written Words: Rethinking English Writing for Young Learners with Autism through Visual Sequencing
DOI:
https://doi.org/10.63822/5npdtp53Keywords:
visual sequencing, English writing, young learners with autism, visual support, teacher scaffoldingAbstract
Writing in English can be challenging for young learners with autism because they may experience difficulties in generating ideas, recalling vocabulary, organizing events, and constructing sentences. This study explores the use of visual sequencing to support English writing among second-grade elementary school learners with autism. A descriptive qualitative research design was employed. Data were collected through classroom observations, learners’ written work, and a semi-structured teacher interview. The data were analyzed thematically to identify patterns related to vocabulary use, organization of ideas, sentence construction, learner engagement, and teacher scaffolding. The findings indicate that visual sequencing helped learners connect pictures with English vocabulary and organize events in a logical order. The picture sequences also supported learners in moving from individual words to simple sentences and short texts. In addition, learners demonstrated greater engagement when writing activities were supported by concrete and predictable visual information. However, teacher scaffolding remained necessary, particularly through vocabulary prompts, sentence starters, modeling, and repetition. The study concludes that visual sequencing can serve as an effective scaffold for making English writing more concrete, structured, and accessible for young learners with autism.
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