The professional literature provides ample evidence that individuals with autism exhibit a myriad of unusual social, communication, and behavioral patterns of interactions that present challenges to their families and service providers. However, there is a dearth of quality works on multicultural issues regarding autistic spectrum disorders. In this article, we explore issues surrounding autism and multiculturalism, with the intent not to provide answers but to raise questions for further examination. We focus our discussions on two primary issues: autism within cultural groups and multicultural family adaptation based on the framework of pluralistic societies in which some cultural groups are a minority within the dominant culture. We found differences in prevalence rates across races for autism and little information regarding how multicultural families adapt to raising a child with autism. Further, students with multicultural backgrounds and autism are challenged on at least four dimensions: communication, social skills, behavioral repertoires, and culture. Future research in these areas is clearly warranted.

Minority exceptional learners confront multidimensional problems in schools and communities. One such problem is the issue of teacher expectation. Current laws require general and special educators to identify, assess, place, and instruct their students in a manner that does not label them or destroy their self-concepts. Ironically, these special education processes are loaded with presumptions and expectations that in themselves lead to discriminatory generalizations and illusory conclusions. In this article, I respond to this critical issue using pertinent cases that reveal the impact of teacher expectations on the “accuracy” or “inaccuracy” of self-concepts of minority exceptional learners. In addition, I discuss innovative techniques that reduce stereotypic labels and enhance “accurate” self-concepts.

Africa continues to be a continent in transition. Its education, economy, politics, and society are not reflecting 21st-century trends. As it appears, African leadership is still tied to European-centered frameworks that are counterproductive to the sacred existence of African peoples. Rarely does good news come from Africa; there are consistent problematic situations in self-governance. This article proposes proactive African-centered educational programs that could produce nationalistic and patriotic leadership willing to tackle Africa’s endemic problems.

Classrooms are not culturally neutral terrains, but rather are constructed around sets of norms, values, and expected behaviors that are culturally bound. Low tolerance levels and expectations are an indication of the incongruence between the education strategies utilized by teachers and the cultural and linguistic differences of students that are served in an educational system in which they are required to perform based on standards that are not similar to their own. Combining Positive Behavior Intervention Supports (PBIS) with cultural and linguistic variables will help to enhance positive behavior of culturally and linguistically diverse (CLD) students. This paper describes Culturally Responsive Positive Behavior Intervention Supports (CRPBIS) as a system that specifically acknowledges the presence of CLD students and the need for them to find relevant connections among themselves and with the behavioral goals and objectives that schools ask them to perform. Suggestions are offered that support the infusion of culturally responsive practices throughout the implementation of PBIS.

To develop independence and self-responsibility in students With autism, traditional intervention techniques have focused on the acquisition of academic learning and adaptive skills of language and communication and the reduction of behavior problems. The critical question is, Will these traditional foci of intervention Work for multicultural students With autism? These students have triple-layered problems—they are culturally different, they may be linguistically different, and they have an exceptionality that is loaded With behavioral repertoires. Apparently, these challenges make it imperative for general and special education practitioners to look for Ways to educate multicultural learners With autism. In this article, the authors present culture-specific strategies for meeting the educational needs of students With autism. In addition, they relate these strategies to current efforts to prepare teachers and other professionals to assist students and their families.