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A rich linguistic meal

This project focuses on task-based learning for children with special needs, specifically those with autistic or disturbed behavior and an intellectual level between 70-90. The aim is to work on intrinsic motivation through tasks, such as creating a school newspaper, presenting a leaflet for a parents' meeting, helping seniors with electronic devices, and organizing discussions on actual themes. The learning trajectory involves orienting, negotiating, reflecting, and assessing tasks, with a focus on language development. This approach allows for real performance and ownership by the students.

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A rich linguistic meal

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  1. A rich linguistic meal Task based learning of mother tongue Bert de Vos APS The Netherlands b.devos@aps.nl www.apsinternational.nl

  2. School • Children with special needs (autistic, disturbed behavior) • intellectual level between 70 - 90 • Children from 12 until 16 • First attempt to work with tasks • Part of school development: how to work on intrinsic motivation

  3. Perform TaBaScoTask based school 10 Orientation pre-task Try-out N e g o t i a t i o n task Language fitness Real performance .post-task ReflectionAssessment

  4. Task: what are we going to do? Orientation A recipe, what is it?

  5. Other tasks • Make a school newspaper • Make and present a leaflet for a parents meeting at school • Help seniors in the neighborhood using electronic devices • Organize a discussion on actual themes. Invite guests

  6. Reflection: learning progression lines Orientation & Reflection

  7. Learning trajectory: Presenting • Think of: • Oral presentation • Presenting a paper • Presenting during teaching practice or for parents • Meeting from “reading out aloud” to “fascinating speaker”

  8. Language development Support to measure Word wall

  9. Test presentation Try-out Try-out Feed back from teacher and classmates

  10. Last preparations • Other language tasks: • Invitation for parents • poster

  11. Real performance (final) Real performance

  12. Tabasco characteristics • Learning by doing • Real tasks • Ownership by negotiating • Language support to measure • Organized and varied reflection

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