A Systematic Review on Autistic Students From Multilingual Homes in the United States

• In Event: Sheraton Roundtable Session Eight
  In Roundtable Session: In Pursuit of Truth: Equitable Spaces in Multilingual Programs (Table 5)

Abstract

Scholars have shown that bilingual exposure among autistic children is not necessarily detrimental to their language development and academic performance. However, multilingual environments can still be challenging for children who are on the spectrum, especially in light of systematic constraints that both special education and English language learners face in US schools. This study includes 42 studies conducted in the US and is designed to shed light on how educational systems are (not) structured to provide adequate education for autistic individuals from bi-/multi-lingual families. Results show mixed patterns of disproportionality, unequal distribution of medical and educational resources, and emerging intervention research for autistic students from multilingual families.

Authors

• Hyejung Kim, Binghamton University - SUNY
  Presenting Author

• Diana Baker, Hobart and William Smith Colleges
  Presenting Author

• Sunyoung Kim, University of Illinois at Chicago
  Presenting Author

• Cong Liu, Binghamton University - SUNY
  Presenting Author