المهارات اللغوية الاستقبالية والتعبيرية في تعليم اللغة العربية لأطفال طيف التوحد من الناطقين بلغات أخرى [Receptive and Expressive Language Skills in Teaching the Arabic Language to Non-Arabic Speaking Children with Autism Spectrum Disorder ]

Abstract

Teaching the Arabic language to non-Arabic-speaking children remains one of the educational issues that continues to face many challenges. The situation becomes even more complex when it concerns children with autism spectrum disorder (ASD), due to the scarcity of curricula specifically designed for them and the limited number of studies that address their particular linguistic needs. The problem of this study lies in the absence of appropriate programs and curricula that meet the needs of teaching Arabic to ASD children who are non-native speakers a challenge that can hinder their acquisition of receptive and expressive language skills. The study aims to identify the characteristics of these children in learning Arabic and the difficulties they encounter. It also seeks to highlight the most significant receptive, and educational strategies expressive language skills that correspond to their needs. This study directly contributes to the development of more effective educational programs. The descriptive-analytical method was employed to collect and analyze data in order to arrive at practical findings applicable to the educational field. The study yielded several results, most notably the necessity of considering the characteristics of ASD children when teaching Arabic as a second language, creating a flexible and motivating learning environment, and employing effective teaching strategies that meet their specific needs. Furthermore, the study produced a list of receptive and expressive language skills consistent with these characteristics and needs. It also proposed a set of principles and criteria to be adopted in designing Arabic language programs and curricula for ASD children in accordance with international standards.