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Focus on Autism and Other Developmental Disabilities
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Multicultural Perspectives on Teaching Students With Autism

Lynn K. Wilder

Department of Counseling Psychology and Special Education at Brigham Young University, lynn_wilder{at}byu.edu

Tina Taylor Dyches

Department of Counseling Psychology and Special Education at Brigham Young University

Festus E. Obiakor

Department of Exceptional Education at the University of Wisconsin-Milwaukee

Bob Algozzine

Department of Educational Leadership, Behavior and Reading Improvement Center at the University of North Carolina at Charlotte

To develop independence and self-responsibility in students With autism, traditional intervention techniques have focused on the acquisition of academic learning and adaptive skills of language and communication and the reduction of behavior problems. The critical question is, Will these traditional foci of intervention Work for multicultural students With autism? These students have triple-layered problems—they are culturally different, they may be linguistically different, and they have an exceptionality that is loaded With behavioral repertoires. Apparently, these challenges make it imperative for general and special education practitioners to look for Ways to educate multicultural learners With autism. In this article, the authors present culture-specific strategies for meeting the educational needs of students With autism. In addition, they relate these strategies to current efforts to prepare teachers and other professionals to assist students and their families.

Focus on Autism and Other Developmental Disabilities, Vol. 19, No. 2, 105-113 (2004)
DOI: 10.1177/10883576040190020601
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