A case study of a 1-to-1, TA-led, push-in, ASD Intervention for Grade 8 Students in an International School in Hong Kong

Abstract

This case study investigates a 1-to-1, teaching assistant-led, push-in intervention for Grade 8 students with Autism Spectrum Disorder (ASD) in an International School in Hong Kong. The research question focuses on the intervention's effectiveness in improving language skills and enhancing task understanding for students with ASD. Data collection includes semi-structured interviews, classroom observations, and assessment data. Findings indicate positive outcomes in language skill improvement for Grade 8 students with ASD through the intervention. Implications highlight the importance of addressing specific challenges, such as perspective understanding, conversational skills, sensory overload, and social interaction. The study underscores the significance of inclusive education and the school's responsibility in ensuring academic and social success for students with ASD. Recommendations include hiring additional Inclusive Education Specialist (IES) staff, increasing intervention sessions, and offering professional development for all teachers.