Abstract: Two populations within the U.S. educational system steadily on the rise are bilinguals and children with Autism Spectrum Disorder (ASD). It is critical that practitioners become familiar with considerations for language of instruction and best practices within academic contexts to effectively serve bilingual children with ASD and their families.
Description: Two populations within the U.S. educational system steadily on the rise are bilinguals and children with Autism Spectrum Disorder (ASD). Department of Education (DOE) data from 2014-2015 school year indicated 9.6% of all students from kindergarten through twelfth grade in the Unites States were English learners (ELs). Similarly DOE data for 2015-2016 revealed that 9% of students ages three to twenty-one receiving services under the Individuals with Disabilities Education Act (IDEA), Part B have eligibility as a student with ASD. For a broader perspective of the prevalence of ASD the Center for Disease Control (CDC) data was also referenced. In 2012 CDC data indicated one in 68 children in the United States was affected by ASD; however, in 2014 those estimates increased to one in 59 children. Given these statistics and the continued trend for these numbers to increase it is of importance to expand the discussion of language of instruction and best practices for the successful education of children with ASD. The theory of cross-linguistic transfer in bilinguals has been well accepted for at least the last three decades and is the foundation for bilingual education programs in the United States. It is only recently that researchers have begun studying bilingualism and how the language acquisition of children with ASD is impacted. Historically, administrators and educators provided bilingual families of children with disabilities recommendations such as English-only instruction to avoid language confusion due to delays and furthermore for parents to speak English at home despite it not being the home language. Perhaps due to the rapid rise of this population and lack of evidence-base to support bilingualism, professionals working with these students have provided families misguided information regarding exposure to two languages. An additional compounding factor may be the unique language deficits exhibited by children with ASD, which include more sophisticated expressive language when compared to comprehension and pragmatic language deficits that affect connected discourse. Researchers who have started the analysis of language acquisition in bilingual children have found in their studies that language development appears parallel in monolingual and bilingual homes. Similar to other populations with developmental delays (e.g., Down Syndrome, etc.) bilingual children with ASD benefit from exposure to bilingual environments due to cross-linguistic transfer of language skills. Professionals working with this population must continue to extend the research parameters and provide education to others to shift the culture and belief that children with ASD need to only learn and be instructed in their non-native language.
Presentation Format & Methods: PowerPoint for research-based information within the presentation. Group activity in small groups for break out session for identifying relevant evidence-based strategies useful with this population.
Supporting Research: Reference 1: Hambly, C. & Fombonne, E. (2012). The impact of bilingual environments on language development in children with Autism Spectrum Disorders. Journal of Autism & Developmental Disorders, 42, 1342-1352. doi: 10.1007/s10803-011-1365-z
Supporting Research: Reference 2: Ohashi et al. (2012). Comparing early language development in monolingual- and bilingual-exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 890-897. doi: 10.1016/j.rasd.2011.12.002
Supporting Research: Reference 3: Santi, K.L. & Francis, D.J. (2014). Teaching English Language Learners in inclusion settings. In R.E. Slavin (Ed.), Proven Programs in Education: Classroom Management and Assessment. Thousand Oaks, CA: Corwin Press.
Supporting Research: Reference 4: Cushing, L.S., & Kennedy, C.H. (1997). Academic effects of providing peer support in general education classrooms on students without disabilities. Journal of Applied Behavior Analysis, 30(1), 139-151.
Supporting Research: Reference 5: Rafferty, Y., Piscitelli, V., & Boettcher, C. (2003). The impact of inclusion on language development and social competence among preschoolers with disabilities. Exceptional Children, 69, 467-479. doi: 10.1177/001440290306900405
Learning Objectives:
Identify relevant research that indicates the language development of children with ASD is not further delayed by exposure to bilingual environments.
Explain how inclusion practices with typically developing peers for this population is beneficial based on the theory of generalization.
Envision how the implications of this research can enrich all students participating in an inclusion setting within general education classroom.