Equitable Education for Bilingual Autism Spectrum Disorder Children

Abstract

Inclusive and equitable quality education as the fourth Sustainable Development Goal (SDG) of the United Nations 2030 agenda is needed to provide education for all. All children, including those with autism spectrum disorder (ASD), have the right to get equal access and quality in learning with their peers in mainstream school. Their difficulty in social interaction and communication does not prevent them from acquiring and learning more than one language and becoming bilinguals. Bilingual children with or without autism spectrum disorder benefit from cognitive development, language skills, and executive function. Therefore, support from teachers and people in the environment to help them develop their second language with equality and equity is required as the prevalence of ASD children is increasing. This paper explores the importance of equitable education for bilingual children with autism spectrum disorder. It emphasizes what the English teacher should prepare to provide ASD students with an equitable education.