Autism and ESL


• Incorporate the students first language in the classroom as much as possible
• Encourage opportunities where student can share language and cultural information to other students
• Learn a few words from that child’s language to open opportunities for conversation
• Display to student you are interested in learning their culture
• Model appropriate language opportunities, where child can build self esteem and public speaking
• Have posters in their language in the classroom
• Have pictures of routines and schedules posted on the wall
• Teacher should focus on conceptual understanding of students work before assessing pronunciation
• Have a print rich environment that encompasses the balanced literacy concept
• Provide books in the classroom in the child’s first language
• As a teacher be cautious of verbal and non verbal forms of communication, as depending on certain cultures this could be culturally insensitive
• Interact culturally sensitive and incorporate in the classroom
• Invite other cultural groups and members as resources and support building in the classroom
• Families should be able to communicate reading aloud and story telling in their language, which will strengthen literacy skills in children
• Audiocassettes of familiar stories in English and the students' first languages should be provided
• Students should have a buddy who is fluent in English speaking, in order to support the ESL student, especially during projects
• Use flashcards to assist in building common dialogue
• Provide student with simple instructions
• Use simple language, being cautious of using humour
• Modifying assignments to meet their needs, basing it on their cues
• Provide opportunities to the child straightforward tasks, as this will allow the student to be focus, by minimizing feeling of being overwhelmed when stuck
• Provide the child with opportunities to collaborate with their peers in small group activities (this will depend on individual student)
• Use positive reinforcement, acknowledge students contribution and success
• Establish rules and routines that
• Student need visual props to assist them in their transition and to tap into their prior knowledge and experience as to what the visual prop represents

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