Bilingualism in children with Autism Spectrum Disorder (ASD) is a relatively new area of research in speech pathology. A greater understanding of how bilingualism impacts the overall language development in children with ASD helps increase the inclusivity of speech therapy and tailor treatments to better account for contextual differences between children with autism. Previous research suggests that bilingual children often lag behind their monolingual counterparts, particularly in executive function and cognitive development (Marian, 2012). This research project explores the impact of bilingualism on the social pragmatics of children with ASD. The Language Acquisition and Bilingualism Lab provided caregivers with the Children's Communication Checklist-2 (CCC-2), in which they answered questions about their children's overall communication development. The CCC-2 identifies children with impaired language and social-pragmatic development, especially those who may require further assessment for ASD. Using ten scales, 45 caregivers of developing children scored their children's speech, syntax, semantics, coherence, initiation, scripted language, context, nonverbal communication, social relations, and interests. The CCC-2 was administered in Spanish and English, depending on whichever language the caregiver was more familiar with. Developing children also completed the Bilingual English-Spanish Assessment (BESA) to index structural language skills and an experimental word learning activity. Analyses are in progress to determine whether bilingualism and social-pragmatic skills are related and impact word learning. Recruitment of bilingual children with ASD is also in progress. This research provides evidence to help diversify speech therapy and increase inclusivity. Cultural contexts are essential in ensuring that children with ASD can access effective treatment.

Oftentimes students with learning disabilities face barriers and difficulties with obtaining adequate qualities of education. Special education students lack the support they need by not having the access to the resources they need. Families oftentimes are not aware of the services offered to their children. The issue with this is that by having a lack of resources for these students it causes a low academic rate amongst special education. Additionally, disproportionality in special education placement is a recurring issue within minority families. Often students of color are disproportionately secluded from access to greater education. They are subjected to being more disciplined and placed in segregated settings in comparison to their caucasian peers. Ultimately, educators and policymakers are at the forefront of this issue. These students are not gaining the resources and support they deserve, which hinders their ability to find jobs, attend colleges, etc. The more disabled students fall behind due to lack of support the deeper the matter resulting in a harder turnaround for them. Some steps are being taken to help address these challenges, but there is a concern that not enough is being done. This present study aims to (1) explore the different ways special education advocates can help students with the awareness of resources that are already available to them and their families, (2) identify the racial inequalities within special education placement, and (3) investigate how these injustices may impact children’s postsecondary lifestyles. I will complete a review of valuable literature to carry out this research.

What is Down syndrome? Down syndrome is a genetic disorder affecting approximately 1 and 700 live births. Today, medical and technological advancements have enhanced the quality of life and increased the lifespan for these individuals. A fair amount of literature is available for understanding the ways in which Down syndrome affects developmental, social-emotional, lifestyle, and family dynamics in parent-child and sibling-sibling relationships. However, there is a range in challenges for those who experience intellectual and developmental delays and how those delays affect the educational process as a whole, but the purpose of this study is to explore teacher-student relationships in the special education classroom. This study was designed to examine how special education educators and teaching assistants perceive their influence on children with Down syndrome. Focus group interviews were conducted to explore how educators have influenced and been impacted by working with students with Down syndrome (when compared to children of other intellectual disabilities). Three hour long focus groups, each with 5-7 individuals, were conducted. These interviews required participants to recall previous teacher-student experiences and significant moments during their time as special education educators. Analysis of the data will highlight the essence of the teacher-student experiences in the classroom, as well as types of advocacy efforts, educational barriers, and potential solutions to more effectively meet the needs of their students. Understanding the essence of these relationships can potentially inform how future educators tailor their educational methods in the classroom, as well as to better meet the needs of these students.