Teaching at the intersection: Bilingualism and neurodiversity

Abstract

Background: New teachers often question whether they possess the knowledge and skills needed to support their students in addressing the challenges of the 21st century. The issue is further complicated by the necessity of understanding linguistically diverse education, second language acquisition, special education needs, neurodiversity and the cultural factors that influence learning and development.

Aim: This article aims to provide a comprehensive guide for new teachers to effectively support bilingual special education students, including those who are neurodiverse.

Setting: The focus of this article is on educational settings that serve bilingual special education students, particularly those who are neurodiverse.

Methods: The author reviews existing literature and synthesises best practices from both the special education and bilingual education fields.

Results: The synthesis of best practices reveals several critical insights. Effective strategies include using individualised instruction, promoting inclusive and culturally responsive teaching practices and integrating social-emotional learning.

Conclusion: The article concludes by emphasising the importance of preparing teachers to address the needs of neurodiverse bilingual special education students.

Contribution: This article contributes to the field by offering a detailed roadmap for new teachers working with bilingual special education students, especially those who are neurodiverse. By synthesising existing best practices, the author provides a resource that can help teachers prepare for the unique challenges of their roles. The guidance provided in this article is intended to help shape a more inclusive, responsive and effective educational environment for these students.