English Language Learners on the Autism Spectrum: Identifying Gaps in Learning
Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
Leigh Ann Daniels
This research project reports on questionnaire survey answers that Special Education (SPED) educators, English as second language (ESL) educators, and a speech language pathologist (SLP) currently working in the classroom, on school campuses, and private practices, gave as being a part of this study. Their answers sought to uncover gaps in the environment that might lead to unsuccessful execution of a cross-educational learning environment for the English language learner (ELL) with an autism spectrum disorder (ASD); highlights encompass where the educators felt gaps existed and where these gaps could be bridged for a better, more successful learning outcome. This project looked into the environment that these children currently face in the public school setting, how SPED and ESL educators currently work within the confines of their specific specialties to accommodate these students, and how the best cross-educational learning atmosphere can be attained by which these ELLs with an ASD can have the best chance at real learning for achieving success.
At-risk Students, ESL/ ELLs, Special Education, Teachers/ Teaching
Reppond, Jennifer Suzanne, "English Language Learners on the Autism Spectrum: Identifying Gaps in Learning" (2015). School of Education and Leadership Student Capstone Theses and Dissertations. 242.