Ideals and reality: A self-contained class for bilingual autistic children

Abstract

This qualitative study addressed the experiences of selected bilingual children with autism spectrum disorder in an early elementary bilingual special education classroom. Data included in-person and videotaped observation, and interviews with staff and parents. Despite the dedication of teachers, staff, and family, challenges included linguistic limitations of bilingual practitioners, inconsistent use of Spanish and/or English, lack of parental understanding of the nature of autism, and unrealistic demands on staff. The noisy classroom environment, while it sometimes reflected learning, often signified disruption. Professional preparation of teachers was also inadequate.