Autism and Reading: Teaching a Sudanese Refugee Boy

Abstract

Refugee families in the United States face numerous challenges in becoming acculturated. School-age children of refugees face the additional challenges of acquiring academic language and meeting school expectations for behavior and social interactions while attempting to navigate the school curriculum. This case study examines the school and home experiences of a Sudanese 1st-grade student, Elijah, in an attempt to help teachers use culturally responsive teaching practices that promote the literacy development of Sudanese children with autism and to understand the challenges, needs, and expectations of Sudanese refugee parents who have children with autism.