One of the biggest concerns in educating children with neurodiverse traits is how they will learn the language, when they will start talking, or how they will keep progressing and handle obstacles. If the child is raised in a bilingual family and the family language differs from the language spoken in society and at school, the problem may appear to be worsened. Since these kids frequently experience learning difficulties, some caregivers may instinctively think that exposing them to several languages is pointless or detrimental to their growth. There is frequently a focus on the weaknesses of neurodiverse students and how they do not measure up to what is considered the average level. However, how they view themselves may suffer due to such treatment. They would have a much more balanced outlook if a strengths-based strategy were adopted early on and helped them recognize their strengths. The strengths-based strategy implemented by the teacher is the most appropriate for supporting and assessing bilingual neurodivergent students. Parental conversation practices, educational institutions, and, in particular, teachers play a key role in supporting the harmonious bilingual development of neurodivergent students.
Difficulties in supporting and assessing bilingual neurodivergent students are associated with several features. One of them is that students with Down syndrome often have difficulties in the language area (Potvin, 2022). For example, they might experience language delay as their language skills develop later than considered average and are usually slower in almost all language areas. The notion that learning a second language would hinder the improvement of the first has been debunked, despite being widely held. Studies, however scarce, suggest that teaching children with Down syndrome a second language from an early age has no negative effects on their first-language acquisition or on their general cognitive development (Potvin, 2022). Additionally, it demonstrates that children with Down syndrome can converse well in two languages. These kids maintain their exceptional receptive abilities and develop their producing abilities along the same lines as their monolingual peers. Thus, the practice of bilingual special education support and assessment of neurodivergent students may differ minimally from the practice of working with monolingual neurodivergent children.
Using the strengths-based strategy, a learner-centered method of instruction that aids students in recognizing, articulating, and using unique skills connected to their academic needs, is key. It is essential to take into account several aspects of the child’s health that could have an impact on the testing of language skills, like speech intelligibility. Due to their poor muscle tone, difficulties moving their mouths, and trouble organizing their actions, students with Down syndrome may find this challenging. Many Down syndrome students who are tested discover significant gaps between their receptive and expressive language skills. Since their intelligence is frequently underrated, for this reason, more individualized approaches to the assessment should be sought. Most Down syndrome students struggle with working or short-term memory. They still learn the same material, even though it is more difficult for them to access, comprehend, and process it at the same rate as other students. An efficient knowledge system can be created by using personal motivation, organizing and presenting information clearly, and describing connections between pieces of information. The ear, nose, and throat’s soft tissues and bones often have a compact structure in students with Down syndrome. This can make them more sensitive to loud noises or vibrations. The solution may lie in reducing noise levels inside and outside the classroom or in adopting headphones to reduce auditory distractions. Simple inquiries should be utilized for help, and extra time should be given for responses. Under stress, students may stutter, so try to reduce stress and increase comfort levels in the classroom, which benefits not only neurodivergent students but the entire class.
It has long been believed that exposing autistic kids to two or more languages can worsen social communication issues. For example, children diagnosed with autism spectrum disorders (ASD) start speaking later and have trouble reading and writing. The reason is that ASD frequently disrupts the area of language development. However, research suggests that autistic kids can learn to speak two languages, which might even help their language development (Potvin, 2022). Autistic children must be given the time and help to keep their mother language because some people may take longer to achieve bilingualism than others. Asking the kid directly about the languages they speak and would like to learn can be a helpful first step in the decision-making process (Howard et al., 2021). It can give them a sense of agency and knowledge of their language development. As this can aid in the linguistic and social development of bilingual children on the autism spectrum, especially those new to English, teachers should offer such pupils both official and informal chances for social connection with peers at school (Davis et al., 2021). In particular, techniques like giving students more time to process material can be quite helpful in boosting engagement and enhancing learning results. Students can also benefit from including creative exercises in the reading curriculum and giving bilingual autistic kids a chance to express themselves through various media, including art and technology. The school community must value the talents and distinctive characteristics of multilingual autistic students.
Assessment and support of Bilingual Neurodivergent Students require an individual approach, attention, creativity, and professionalism from the teacher. Ensuring equal access to education for all pupils is critical and should be one of the fundamental human rights for all children and will ensure that children who have the opportunity to learn two languages enjoy equal opportunities. Teachers should encourage and develop a more prosperous and inclusive cultural and social environment so that children face fewer barriers, allowing greater individual autonomy and equal social participation.
References
Davis, R., Fletcher-Watson, S., & Digard, B. G. (2021). Autistic people’s access to bilingualism and additional language learning: Identifying the barriers and facilitators for equal opportunities. Frontiers in Psychology, 4074. Web.
Howard, K. B., Katsos, N., & Gibson, J. L. (2021). Practitioners’ perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings. British Educational Research Journal, 47(2), 427-449. Web.
Potvin, M. (2022). Bilingualism myths: Can neurodiverse children become bilingual? On Raising Bilingual Children. Web.