Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Ethical Lingua: Journal of Language Teaching and Literature
Dini Nur Aini Lubis
Universitas Islam Negeri Sumatera Utara
Humanities Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
An English Teacher’s Reflections  on Supporting a Student with Autism Spectrum (ASD) in an Inclusive Classroom Dini Nur Aini Lubis; Maslatif Dwi Purnomo
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.1022

Abstract

Supporting students with Autism Spectrum Disorder (ASD) in inclusive classrooms requires English teachers to continuously reflect on their pedagogical practices to address diverse learning needs. However, research has predominantly focused on instructional strategies and teacher preparedness, with limited attention given to teachers’ reflective experiences in supporting students with ASD in English language classrooms. This study explored an English teacher’s reflection on supporting a student with ASD in an inclusive classroom. A qualitative descriptive design was employed using a semi structured interview and classroom observation. The data were analysed through Braun and Clarke’s thematic analysis. The findings revealed four interconnected themes: developing professional understanding of students with ASD, adapting instructional support, collaborating with the shadow teacher, and implementing fair participation and assessment. The findings indicate that reflective practice enabled the teacher to make informed pedagogical decisions by continuously adapting instruction, strengthening collaboration, and creating equitable learning opportunities while maintaining common curriculum expectations. This study highlights reflective practice as a foundation for supporting students with ASD and provides practical insights for strengthening inclusive English language teaching.
Co-Authors Maslatif Dwi Purnomo