Practitioners' Perspectives and Experiences of Supporting Bilingual Pupils on the Autism Spectrum in Two Linguistically Different Educational Settings

Autor/inn/en	Howard, Katie B.; Katsos, Napoleon; Gibson, Jenny L.
Titel	Practitioners' Perspectives and Experiences of Supporting Bilingual Pupils on the Autism Spectrum in Two Linguistically Different Educational Settings
Quelle	In: British Educational Research Journal, 47 (2021) 2, S.427-449 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howard, Katie B.) ORCID (Gibson, Jenny L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3662
Schlagwörter	Autism; Pervasive Developmental Disorders; Teacher Attitudes; Bilingual Students; Foreign Countries; Cultural Differences; School Personnel; Inclusion; Educational Environment; Language Usage; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Autismus; Lehrerverhalten; Ausland; Kultureller Unterschied; Schulpersonal; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sprachgebrauch
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01