Bilingual Students With Autism: Strategies for General and Special Education Teachers
This post comes from Jillian Hampson, who completed her M.Ed. in Curriculum and Instruction at Central Washington University in 2026.
Schools across the United States are seeing increased enrollment of students from diverse linguistic backgrounds, including a growing number with disabilities. One particularly under-resourced group is bilingual students with autism spectrum disorder who are minimally verbal or nonspeaking.
In the US, 12 million children primarily speak a language other than English at home. Roughly one in four children with ASD is being raised in a bilingual home environment. In Washington State, over 140,000 students qualify as multilingual learners, and over 250 languages are spoken. In 2023, the state emphasized the importance of maintaining students' home language skills while still developing their English proficiency.
Many educators find themselves lacking the training and resources needed to meet these complex, overlapping needs. This post is meant to close some of that gap.
Who this is for: teacher candidates, first-year teachers, general education teachers, and special education teachers.
What this is not: a tool for diagnosing or determining special education services for any student.
What the research actually says
Bilingualism is not the problem
For years, families with autistic children were told to reduce language exposure, based on the belief that bilingualism could confuse students with autism or contribute to language delays. Evidence no longer supports this perspective. Studies demonstrate that bilingual exposure does not harm language development and may benefit communication, adaptive functioning, and social understanding.
The device may only speak one language
Some students use augmentative and alternative communication, gestures, visual supports, and other assistive technology to communicate rather than spoken language. Communication devices are helpful once students have fully learned to use them, but many are only available in English, limiting bilingual students to communicating in their L2 rather than their L1.
Having only English on a communication device can restrict a student's ability to communicate at home with family or with those who speak their home language. Without access to both languages, family relationships, communication opportunities, and cultural identity may be negatively affected.
Identification gets complicated
Schools often struggle to distinguish between language acquisition needs and disability services. Students can be overidentified or underidentified when disability-related communication difficulties are mistaken for second-language development. Federal guidance states that schools must evaluate students in their preferred communication or native language, whichever best provides accurate identification and equitable services.
How to use the scenarios below
Use these two student scenarios as guides rather than a strict model. Each can be adapted to individual student needs.
- General education teachers can focus on the "Strategies for General Education Teachers" section.
- Special education teachers should use the entire scenario.
To protect student privacy, all personal information has been altered with pseudonyms. These profiles do not represent any actual student. They reflect common characteristics drawn from teaching experience.
The two scenarios were intentionally chosen to represent different placements, because instructional support varies with placement and ability.
Scenario 1: Erika
| Age / Grade | 6, first grade |
| Primary language | Spanish |
| English proficiency | WIDA 1-2 |
| Placement | General education, resource room one period a day |
Communication abilities
Erika uses minimal verbal communication in both Spanish and English. Her expressive language consists of single words or two-word phrases in Spanish, echolalia of familiar phrases from songs or routines, consistent use of gestures and pointing, a PECS board, and emerging English nouns related to classroom objects.
Receptively, she understands simple concrete Spanish instructions with visual supports. Her English comprehension is limited outside of high-frequency classroom vocabulary.
Strengths
Visual learner with strong memory for picture sequences and visual schedules. Strong gross motor skills and enjoys movement. Calm when routines are predictable. Developing trust with familiar adults. Participates well in preferred activities like recess, art, and sensory activities.
Challenges
Frustration when she is unable to express what she wants or needs. Difficulty understanding English-only content and slow to process between Spanish and English. Becomes anxious with unexpected changes and needs a warning beforehand. Struggles with fine motor tasks. Prefers parallel play. Overwhelmed by multi-step directions.
Research-based strategies for special education teachers
- Structured Teaching (TEACCH): predictable daily visual schedules in Spanish and English, first/then boards during transitions, color-coded work systems, individual workspace, visual timers
- Universal Design for Learning: picture-supported directions, choice boards, hands-on activities, alternative ways to respond through pointing, PECS, or drawing, movement incorporated as much as possible
- AAC and PECS: Spanish and English PECS symbols, sentence strips, classroom communication board, portable communication book, transition cards
- Language Access Framework: parent communication translated into Spanish, family vocabulary list, home-to-school communication notebook, interpreter reminders, Spanish visual schedules
- Translanguaging: bilingual labels, Spanish and English vocabulary cards, dual language books, visual word walls, cognate chart
- WIDA: picture supports, sentence frames, reduced language load, simplified directions
- Sociocultural theory: peer buddy, teacher modeling, guided practice, small group instruction
Strategies for general education teachers
Communication. Use simple language in English with visual support. Allow wait time for responses. Provide choices with visuals rather than open-ended questions. Praise effort and attempts, not only correct responses.
Instruction. Add movement when possible. Use hands-on, visual-based activities. Use peer modeling for group work. Provide breaks. Use bilingual labels and visuals.
Behavior. Use predictable routines, since Erika does best with structure. Offer choices. Ignore minor behaviors and redirect when unsafe. Use positive reinforcement immediately after the desired behavior.
Collaboration. Check in with the resource room teacher. Share successful strategies and behavior patterns. Ask for support ahead of challenging transitions or new activities. Attend IEP meetings with bilingual staff present.
Scenario 2: John
| Age / Grade | 13, eighth grade |
| Home language | English and Spanish |
| English proficiency | WIDA 1-2, assessed in the context of AAC use |
| Placement | Self-contained classroom, inclusion in elective classes |
Communication abilities
John is nonspeaking and uses multiple communication methods. His AAC device on iPad includes roughly 200 core words and frequent phrases such as "I want help," "that's funny," and "all done." He uses 40 or more PECS symbols when the device is unavailable, along with gestures including pointing, nodding, raising his hand, waving, and the ASL sign for help. He uses non-word vocalizations to express emotion.
He understands one to two step directions with visual supports, responds to his name, recognizes familiar routines, and anticipates what comes next.
Strengths
Communicates intentionally using his AAC device, with vocabulary that is consistently growing. Shows affection toward familiar people. Participates enthusiastically in art, music, and movement. Learns through observation and motor imitation. Works well when motivated and when he feels understood.
Challenges
Communication pace is slow. Significant cognitive delays. Difficulty sustaining attention for more than five to ten minutes on non-preferred tasks. Cannot perform multi-step motor tasks independently. When frustrated, John may hit, scream, and throw things.
Research-based strategies for special education teachers
- AAC: AAC modeling, core vocabulary board
- PECS: classroom PECS cards, Spanish-to-English symbols, sentence strips, portable communication cards
- Structured Teaching (TEACCH): visual schedules, transition countdowns, organization systems
- Applied Behavior Analysis: token board, reinforcement, behavior tracking sheet, ABC data forms, task analysis
- Universal Design for Learning: multiple response methods, hands-on instruction, visual supports, movement breaks, adapted materials
- Language Access Framework: Spanish-to-English AAC vocabulary, family communication forms, translated home supports
- Translanguaging: bilingual AAC pages, English-to-Spanish vocabulary programming, acceptance of mixed-language communication, dual language social stories
- DIR / Floortime: preferred interest activities, attention games, relationship-building activities, choice-making opportunities
Multilingual and AAC integration
Program AAC vocabulary in both English and Spanish for high-frequency needs, people, routines, feelings, and preferred activities. Provide bilingual PECS symbols with paired labels when useful for family and staff consistency. Plan for code-switching by accepting mixed-language AAC output and responding to meaning rather than correcting language choice in the moment. Make sure communication systems are accessible for John's family when they are sent home.
Strategies for general education teachers
Build a relationship with John by learning his hobbies, favorite games, shows, and characters. Address John directly. Do not only talk to his paraprofessional. Use simple, concrete language. Provide visual supports alongside verbal instruction. Give extra response time for him to use his AAC or PECS. Celebrate communication attempts and successes. Include him in all activities and adapt content to his level.
Multilingual inclusion support
Avoid interpreting limited spoken English as limited understanding. Offer visuals, modeling, gestures, and AAC before judging comprehension. Model key vocabulary on John's AAC during inclusion activities to connect classroom English with his familiar home language. Accept different communication methods across modalities, including AAC, pointing, facial expressions, gestures, and mixed-language output. Pre-teach inclusion routines and language with visuals for PE, art, music, lunch, and recess.
Considerations for both students
Family communication. Communicate with caregivers in their preferred language or language variety whenever possible. Use interpreters or translated material for formal meetings and home-to-school communication.
Bilingual AAC development. Build the student's AAC system to include both English and Spanish patterns so communication is functional across all settings.
Cultural perspectives on disability and AAC. All families have different beliefs about communication, education, disability, and assistive technology. Approach these conversations respectfully and without assumptions.
Continuing the home language. Supporting a student's L1 alongside their L2 helps build family relationships, identity, and language development.
Start with one thing
Teachers do not need to use every strategy at once. Start with one and gradually build from there.
Choose strategies that fit your student and feel manageable. Not every strategy will be the right fit. Collaboration matters: working with special education teachers, speech-language pathologists, general education teachers, and most importantly families gives you feedback and recommendations from people who observe the student in other settings.
All students have different academic, sensory, communication, and behavioral needs. Personalize the supports for each student rather than using this post like a checklist.
A note on limitations
This resource was reviewed by three educators, all high school general education teachers. Feedback from special education teachers, from lower grade levels, and from specialists would have provided a more diverse perspective.
The student scenarios were developed from educational experience rather than from classroom implementation. Their use in a classroom setting has not been evaluated, though the practices themselves are grounded in research.
Key terms
AAC (Augmentative and Alternative Communication). All of the ways someone communicates besides talking. Augmentative means to add to someone's speech. Alternative means to be used instead of speech.
PECS (Picture Exchange Communication System). A visual method that teaches individuals to exchange picture cards to express needs and wants.
L1 and L2. A bilingual learner uses their first language (L1) at home or in the community and is learning through a second language (L2) at school.
Minimally verbal. A child who can say significantly fewer words than expected for their age.
Nonverbal. A child over 18 months who does not speak any words.
Receptive language. Processing of language, as in listening and reading.
Expressive language. The production of language for communication, speaking and writing.
Accommodations. Changes to the learning environment, available equipment, or how assignments and assessments are completed.
Modifications. Changes to the content and skills students are expected to master.
Inclusion. Integration of students with disabilities physically, academically, and socially with age peers.
Multilingual learners. A diverse group of students enrolled in public and public charter schools whose primary language is other than English.
Sources and further reading
- Brignell, A., et al. (2018). Communication interventions for autism spectrum disorder in minimally verbal children. Cochrane Database of Systematic Reviews.
- Gilhuber, C. S., Raulston, T. J., & Galley, K. (2023). Language and communication skills in multilingual children on the autism spectrum. Autism.
- Trelles, M. P., & Castro, K. (2019). Bilingualism in Autism Spectrum Disorder: Finding Meaning in Translation. Journal of the American Academy of Child and Adolescent Psychiatry.
- Saggers, B., et al. (2020). UDL principles in educators' descriptions of supporting students on the autism spectrum. International Journal of Educational Research.
- About IDEA, US Department of Education
- 504 Plans and Students with Disabilities, Washington OSPI
