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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism. ... Howard, Katie; Gibson, Jenny; Katsos, Napoleon. - : Apollo - University of Cambridge Repository, 2021 BASE Show details 2 Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism. Howard, Katie; Gibson, Jenny; Katsos, Napoleon. - : Springer Science and Business Media LLC, 2021. : J Autism Dev Disord, 2021 BASE Show details 3 The school experiences of bilingual children on the autism spectrum: An interpretative phenomenological analysis. ... Howard, Katie; Katsos, Napoleon; Gibson, Jenny. - : Apollo - University of Cambridge Repository, 2019 BASE Show details 4 The school experiences of bilingual children on the autism spectrum: An interpretative phenomenological analysis. Howard, Katie; Katsos, Napoleon; Gibson, Jenny. - : Elsevier BV, 2019. : Res Dev Disabil, 2019 Abstract: BACKGROUND: With growing numbers of bilingual children on the autism spectrum in UK classrooms, the interaction between autism and bilingualism is becoming a pressing issue for practitioners, researchers and families. In this study, we report the school experiences of bilingual, autistic children in the UK through their own voice with focus on five aspects of their school life. METHOD: Using interpretative phenomenological analysis (IPA) as a methodological framework, semi-structured, computer-assisted interviews were conducted with 11 children aged 7 to 14 from across England and Wales. Interviews were carried out in English and took place in mainstream schools or the children's home, depending on their preference. RESULTS: Results indicate that, while children's school experiences vary widely, there were commonalities in this population's identity formation, including being bilingual, and their classroom experiences. Most notably, children educated in more multilingual environments (i.e. in schools with larger multilingual populations) expressed more positive views about multilingualism than those in more monolingual settings. In line with previous studies, limited social circles and classroom anxiety were present in participants' school experiences. IMPLICATIONS: The findings of this paper suggest that giving autistic children from bilingual backgrounds opportunities to explore their linguistic identities in the classroom may enhance their experiences of school. Further research should focus on parents' and practitioners' attitudes and perspectives towards the support available for this population. Keyword: Academic Success; Adolescent; Art; Autism Spectrum Disorder; Child; England; Female; Humans; Interpersonal Relations; Language; Male; Mathematics; Motivation; Multilingualism; Qualitative Research; Schools; Social Environment; Wales URL: https://doi.org/10.17863/CAM.36479 https://www.repository.cam.ac.uk/handle/1810/289217 BASE Hide details

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