Profiling Communication Difficulties in Autistic children in primary and secondary school in Makurdi Municipal

Abstract

This study explored the communication difficulties faced by autistic children and how these challenges impede their socialization and interactions with peers. While the significance of these challenges is recognized, many existing interventions adopt a one-size-fits-all approach, failing to address the unique communication profiles of each child. Consequently, there is an urgent need for targeted research to better understand the specific communication barriers encountered by autistic children and to assess the effectiveness of various therapeutic interventions. The research aims to bridge this critical gap in the literature by providing insights that could lead to more effective communication strategies and support mechanisms tailored to the individual needs of autistic children. Utilizing a qualitative research design, we gathered data through interviews, observations, and recorded conversations with subjects from schools in the Makurdi Local Government Area of Benue State, focusing on learners diagnosed with autism. The study is framed by two theoretical perspectives: Noam Chomsky's theory of language development and the theory of pragmatic language impairment, as articulated through the speech acts of Austin and Searle. Findings reveal that autistic children exhibit a range of language abilities, underscoring the importance of recognizing each child's individuality for effective communication. This research aims to enhance our understanding of language development in autistic children, ultimately fostering improved communication practices that accommodate their unique needs.