Practitioners' perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings
Datos Bibliográficos
| ID | 11160754 |
|---|---|
| Autores | Katie Beatrice Howard (0000-0002-5731-6490, University of Cambridge Cambridge UK, autor de correspondencia), Napoleon Katsos (0000-0002-4722-674X, University of Cambridge Cambridge UK), Jenny L Gibson (0000-0002-6172-6265, University of Cambridge Cambridge UK) |
| Año | 2021 |
| Volumen | 47 |
| Número | 2 |
| Páginas | 427-449 |
| Fecha de publicación | 2021-04-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | British Educational Research Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/berj.3662 |
| OpenAlex | W3044725186 |
| Idioma | EN |
| Citas recibidas | 12 |
| Referencias citadas | 42 |
With greater linguistic diversity in educational settings around the world as a result of international migration, and a rise in autism diagnoses, educators are more frequently teaching children who are both neurodiverse and linguistically different to their peers. The aim of the present study was to uncover the perspectives and experiences of educational practitioners who provide support for bilingual learners on the autism spectrum in two linguistically different educational settings: England and Wales. Semi‐structured interviews were conducted with 13 practitioners (5 teachers, 4 teaching assistants, 3 special educational needs coordinators and 1 speech and language therapist) working in mainstream schools. Data were analysed using interpretative phenomenological analysis (IPA), which seeks to illuminate participants' lived experience. Three superordinate themes were extracted from the data: (1) perspectives on bilingualism in autism; (2) comparisons across two linguistically different settings; (3) creating inclusive learning environments. The results demonstrate that practitioners had concerns about the feasibility of bilingualism for some autistic pupils, and argued that exposure to two languages may have a negative impact on their development. Future research should focus on finding effective ways to identify and support learning needs among bilingual pupils to ensure that children who are ‘doubly different’ from their peers not only have access to educational provision, but also have opportunities to harness and celebrate their differences
Autism · Autistic spectrum · Developmental psychology · Diversity (politics) · Educational psychology · Inclusion (mineral) · Interpretative phenomenological analysis · Mainstream · Mainstreaming · Neuroscience of multilingualism · Pedagogy · Qualitative research · Sociology · Special education · Special Educational Needs · Superordinate goals · Autism Spectrum Disorder Research · Family and Disability Support Research · Language Development and Disorders · Psychology · Social Psychology
Raising bilingual autistic children in the UK
Teaching Bilingually
Pedagogical Collaboration for Language and Knowledge Development of Second Language Learners—From the Perspective of Teachers in the Early Years of Schooling
Promoting Reading and Writing Development Among Multilingual Students in Need of Special Educational Support
Impacto do bilinguismo nas funções executivas de crianças com Transtorno do Espectro Autista
In between the fields of research of special educational needs and multilingual education – Swedish heritage language teachers’ perspectives on special educational needs in multilingual students
Language competence and beyond
Multilingualism as a developmental asset in minimally speaking children with autism
Parents who choose dual language education for children with disabilities
Using AI to teach English to multilingual autistic children
Using IPA to Explore Multilingual Lived Experience and Identity
Exploring Different Stakeholder Perspectives on Bilingualism in Autism
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Global Prevalence of Autism and Other Pervasive Developmental Disorders
Which terms should be used to describe autism? Perspectives from the UK autism community
Welsh-medium education and parental incentives – the case of the Rhymni Valley, Caerffili
Silencing bilingualism
Bilingual education for young children
Interpretative Phenomenological Analysis
Multilingual Development in Children with Autism
The Invisible Multilingual Teacher
Minority language education policy and planning in Sweden
Exploring teachers' strategies for including children with autism spectrum disorder in mainstream classrooms
Choosing a secondary school for young people on the autism spectrum
Inclusion of heritage language learners on the autism spectrum
Mainstreaming Learners of English as an Additional Language
Is Separate Always Unequal? A Philosophical Examination of Ideas of Equality in Key Cases Regarding Racial and Linguistic Minorities in Education
| Obras citantes distintas | 12 |
|---|---|
| Citas por año | 3 |
| Intervalo de citas | 2022 - 2026 (5) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 12 |