出版社：Faculdade de Educação, Pontifícia Universidade Católica do Rio Grande do Sul
摘要：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.
