Using effective strategies for the elementary English Language Learner with Autism Spectrum Disorder.

Abstract

There exists a gap in literature between students with Autism Spectrum Disorder (ASD) and English Language Learners (ELLs) (Petersen, Marinova-Todd, & Mirenda, 2012). While literature does examine the best effective strategies for students with ASD or those specific for ELLs, few studies have presented educators with instructional strategies designed for the ELL with ASD in their classrooms (Fernandez y Garcia, Breslau, Hansen, & Miller, 2012; Hambly & Fombonne, 2012). This curriculum project synthesizes current research on the two subjects separately, combining to find the best effective strategies that are aligned between the two. From that, the project outlines a leveled curriculum to be used with autistic ELLs at any stage of the English language proficiency, at the elementary level. The curriculum integrates typical elementary English as a Second Language (ESL) classroom content with the language skills necessary for students to interact and communicate with the world around them. Additionally, each lesson highlights a different strategy referred to in the literature to aid student learning the classroom. Some of the strategies include visual presentations, picture communication, and using textbooks specifically geared towards Autistic children. The curriculum is easily interpretable due its varied nature, therefore, available for general education, special education, or ESL classroom teachers. Teachers can use these lessons in order to provide more meaningful instruction for ELLs with ASD, allowing students to gain vocabulary and communication skills needed for success in the academic and social worlds of their lives.