Exploring the Effectiveness of Teaching English Grammar to High Functioning Autism Spectrum Disorder (HFASD) Children: A Scoping Review

DOI

10.2991/978-94-6239-662-3_9How to use a DOI?

Keywords

HFASD; English Grammar; special needs education

Abstract

Children with High-Functioning Autism Spectrum Disorder (HFASD) possess average to above-average cognitive abilities but often encounter distinct challenges in acquiring and using grammatical structures in language. Grammar proficiency is critical not only for academic achievement but also for effective social communication. This scoping review systematically maps and evaluates existing empirical evidence on the effectiveness of English grammar instruction among HFASD learners internationally. Drawing from 27 peer-reviewed studies across multiple countries, this review identifies key instructional strategies such as explicit grammar teaching, visual scaffolding, and technology-assisted interventions. Findings suggest that structured, individualised, and multimodal approaches are most effective in enhancing grammatical comprehension and usage in HFASD children. However, significant gaps remain in longitudinal tracking, integration into natural language use, and context-specific adaptations, particularly in multilingual and ESL settings. This review provides an evidence-based foundation for educators, therapists, and curriculum designers to develop more inclusive and targeted grammar interventions for neurodiverse learners.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - A’ina Athirah Ahmad Sabri
AU  - Mohd Zuri Ghani
AU  - Nurhazlini Rahmat
AU  - Ainul Azmin Md. Zamin
PY  - 2026
DA  - 2026/05/14
TI  - Exploring the Effectiveness of Teaching English Grammar to High Functioning Autism Spectrum Disorder (HFASD) Children: A Scoping Review
BT  - Proceedings of the International Conference on Cross- Disciplinary Academic Research 2025 - Track 3 Advances in Humanities, Education, Teaching, Learning & Arts (ICAR-T3 2025)
PB  - Atlantis Press
SP  - 114
EP  - 134
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-94-6239-662-3_9
DO  - 10.2991/978-94-6239-662-3_9
ID  - Sabri2026
ER  -