Visual Supports to Improve Outcomes for Culturally Diverse Students with ASD

Valeria Yllades, Jennifer B. Ganz, Ching-Yi Liao

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Gilberto is a young immigrant child with autism spectrum disorder who is growing up in a Mexican household. He often has trouble understanding his peers and teachers who speak English. With the help of the school, he is adjusting to a new culture, learning a new language, and working on educational outcomes. The example stated above illustrate issues related to conflicting language and culture between school and home contexts. Practical supports and interventions to address language and cultural barriers, for individuals with autism spectrum disorders (ASD) whose families are English Language Learners (ELLs), will be discussed in this article.The purpose of this paper is to draw from the evidence bases on interventions for children from bilingual families and intervention for children with ASD. Future recommendations are described to help bridge the gap between bilingual families and educators working with children with ASD.

Original languageEnglish
JournalNational Association of Special Education Teachers (NASET) Special Educator-e-Journal
VolumeFebruary 2019
Publication statusPublished - 2019

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