Multicultural Perspectives on Teaching Students with Autism
Keywords
Autism, multicultural students, teaching
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.
Original Publication Citation
Dyches, T. T., *Hobbs, K., Wilder, L. K., Sudweeks, R. R., Obiakor, F. E., & Algozzine, B. (2005). Multicultural representation in autism. Linking Research and Practice in Special Education: An International Perspective, 1(1), (1-15). https://doi.org/10.1177/10883576040190020601
BYU ScholarsArchive Citation
Taylor, Tina M.; Wilder, Lynn K.; Obiakor, Festus E.; and Algozzine, Bob, "Multicultural Perspectives on Teaching Students with Autism" (2005). Faculty Publications. 7376.
https://scholarsarchive.byu.edu/facpub/7376
Document Type
Peer-Reviewed Article
Publication Date
2005
Publisher
Sage Publications
Language
English
College
David O. McKay School of Education
Department
Counseling Psychology and Special Education
Copyright Use Information
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