Verbal Communication and Its Relationship to Academic Achievement in Children with Autism in Inclusive Settings A Field Study at the Khababa Abdelwahab School in Setif

Abstract

Through this study, we sought to highlight the relationship between verbal communication and academic achievement among children with autism in mainstream settings. The aim was to understand how the level of verbal communication affects these children’s academic performance and the importance of integrating linguistic and educational aspects to achieve the best outcomes for children with autism in mainstream schools. This study was conducted by applying the Verbal Communication Skills Scale for children with autism spectrum disorders to determine the scores of the study sample and the extent to which inclusive classes contribute to improving linguistic communication in children with autism, across all dimensions of the scale, namely recognition and comprehension, verbal imitation, expression and naming, skills that reflect the extent of the autistic child’s development in terms of verbal communication.