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2025-08
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This research paper aims to research inclusive, evidence-based teaching strategies that support English language acquisition and communication development in ELLs with ASD. The ability to recognize and combat teacher biases while maintaining high expectations for all students plays a critical role in these students’ development and achievement. The goal of this research paper is to provide educators with up-to-date research and findings related to the growing number of ELLs with ASD across the United States and effective practices for teachers to implement in their classrooms. The literature review highlights the pressing need for teacher preparedness through professional development, training, and resources. This issue is significant due to the increased number of ELLs with ASD in the United States, coupled with the limited research on these students. This research paper includes a Professional Development which instructs educators on the impact of teacher bias on students, the importance of maintaining high expectations for all students, and effective visual strategies for ELLs with ASD