Amelia M. Medina and Judy T. Salamon
New Mexico State University
Abstract
This paper presents a narrative review of the literature at the intersection of bilingualism and practices for teaching children with Autism Spectrum Disorder (ASD). We highlight the gap in the empirical literature about instructional practices for young bilinguals with ASD. Special attention is given to the monolingual ASD and multicultural special education literatures for shared evidence on designing interventions for bilingual children with ASD. Implications are discussed for special educators who may not speak one or more of the world languages of the child.
Read or Download
To Read this Article – or Download this Article (login require)
To Download the Entire Fall 2012 Issue of JAASEP – (login required)
NASET Members – Login to Access These Files.
Return to the Table of Contents – CLICK HERE
Members-Only Content
Join the NASET
Professional Community
Your Membership Includes:
- Full access to NASET’s professional articles & journals
- Downloadable IEP forms, tools, and templates
- Guidance on federal mandates and compliance
