Multicultural Perspectives on Teaching Students With Autism

Abstract

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.

Cross Cultural Variation in the Neurodevelopmental Assessment of Children – The Cultural and Neurological to 2nd Language Acquisition and Children with Autism

“…African American or Asian/Pacific Islanders are classified at approximately twice the rate as students who are American Indian/Alaskan or Hispanic (113). In addition, mis-diagnosis and delayed intervention may be the result of the patient receiving a symptom based diagnosis (developmental delay, mental retardation, speech-language impairment, emotional disorder) as opposed to a diagnosis that is more culturally relevant (114). One of ASHA's core principles for serving students with ASDs states that speech-language pathologists should "form partnerships with families of individuals with ASDs in assessment and intervention, while incorporating family preferences, honoring cultural differences, and respecting the challenges associated with limited resources."…”

Cultural basis of social ‘deficits’ in autism spectrum disorders

“…The following section discusses some of the social behaviours in relation to autism. Wilder et al (2004) and Liu, (2005), for example, found that the level of eye contact provided by individuals from Asian American cultures seem to vary from that of White Americans. The gender of the individuals was also another factor which influenced these differences.…”

“…Expanding on the idea of a cultural basis for observed behaviour, Wilder et al (2004) add that a number of behaviours such as tantrums, aggression, lack of normal attachment to family members, poor social-interaction and communication skills, and lack of emotional expression, all have their roots in cultural differences and expectations. They provide the example of Asian-American children who may avoid eye contact with adults, and respond to the teacher's questions by being silent, out of respect for the adults.…”

Teacher efficacy, teacher burnout, and attitudes toward students with autism.

“…As mentioned before, autism affects individuals regardless of race, gender, nationality, or socio economic status. Much of the research that has been done involves middle to upper class Caucasian families (Wilder, Dyches, Obiakor, & Algozzine, 2004), leaving out the families who would be considered working class or poverty. Many other families who could be classified as multicultural have been left out of this research as well.…”

“…Many teachers are already aware of the quality of the bond that many parents share with their children with autism, but educators also need to be aware of how other cultures might view their disabled child when they work with these families. Research on children with developmental disabilities has revealed that differences exist from the way that people in various cultures access services (Wilder, Dyches, Obiakor, & Algozzine, 2004). African Americans, for example, often tum to family, friends, and religious groups before seeking professional help and typically access services less (Wilder et aI.…”