Autism and Reading: Teaching a Sudanese Refugee Boy

REFERENCES

• American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
   Google Scholar
• American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.
   Google Scholar
• Barnevik-Olsson, M., Gillberg, C. & Fernell, E. (2008). Prevalence of autism in children born to Somali parents living in Sweden: A brief report. Developmental Medicine and Child Neurology, 50, 598–601.
   PubMed Web of Science ®Google Scholar
• Battle, D. E. (2002). Communication disorders in a multicultural population. Newton, MA: Butterworth-Heinemann.
   Google Scholar
• Bogacki, T. (2001). Circus girl. New York, NY: Farrar, Straus & Giroux.
   Google Scholar
• Boyd, B. (2002). Examining the relationship between stress and lack of social support in mothers of children with autism. Focus on Autism and Other Developmental Disabilities, 17, 208–215.
   Google Scholar
• Bromley, J., Hare, D. J., Davison, K. & Emerson, E. (2004). Mothers supporting children with autistic spectrum disorders: Social support, mental health status and satisfaction with services. Autism, 8, 409–423.
   PubMed Web of Science ®Google Scholar
• Carnahan, C., Musti-Rao, S. & Bailey, J. (2009). Promoting active engagement in small group learning experiences for students with autism and significant learning needs. Education and Treatment of Children, 32(1), 37–61.
   Google Scholar
• Chandler-Olcott, K. & Kluth, P. M. (2008). Mother's voice was the main source of learning: Parents’ role in supporting the literacy development of students with autism. Journal of Literacy Research, 40, 461–492.
   Web of Science ®Google Scholar
• Chandler-Olcott, K. & Kluth, P. (2009). Why everyone benefits from including students with autism in literacy classrooms. The Reading Teacher, 62, 548–557.
   Google Scholar
• Courtade, G. R., Lingo, A. S. & Whitney, T. (2013). Using story-based lessons to increase academic engaged time in general education classes for students with moderate intellectual disability and autism. Rural Special Education Quarterly, 32(4), 3–14.
   Google Scholar
• Creswell, J. W. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Dyches, T. T., Wilder, L. K., Sudweek, R. R., Obiakor, F. E. & Algozzine, B. (2004). Multicultural issues in autism. Journal of Autism and Developmental Disorders, 34, 211–222.
   PubMed Web of Science ®Google Scholar
• Ernst, L. C. (2006). The gingerbread girl. New York, NY: Dutton.
   Google Scholar
• Estrem, T. L. & Zhang, S. (2010). Prevalence and disproportionality of autism spectrum disorders among English language learners in Minnesota. Multiple Voices for Ethnically Diverse Exceptional Learners, 12(2), 5–20.
   Google Scholar
• Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York, NY: Teachers College Press.
   Google Scholar
• Gee, J. (1996). Social linguistics and literacies: Ideology in discourses. London, England: Routledge Falmer.
   Google Scholar
• Gillberg, I. C. & Gillberg, C. (1996). Autism in immigrants: A population-based study from Swedish rural and urban areas. Journal of Intellectual Disability Research, 39, 141–144.
   Google Scholar
• Gillberg, C., Steffenberg, S. & Schaumann, H. (1991). Is autism more common now than ten years ago? British Journal of Psychiatry, 158, 403–409.
   PubMed Web of Science ®Google Scholar
• Griswold, E., Barnhill, G. P., Myles, B. S., Hagiwara, T. & Simpson, R. I. (2002). Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities, 17, 94–103.
   Google Scholar
• Hattam, R. & Every, D. (2010). Teaching in fractured classrooms: Refugee education, public culture, community and ethics. Race, Ethnicity & Education, 13, 409–424.
   Web of Science ®Google Scholar
• Higgins, D., Bailey, S. & Pearce, J. (2005). Factors associated with functioning style and coping strategies of families with a child with an autism spectrum disorder. Autism, 9, 125–137.
   PubMed Web of Science ®Google Scholar
• Holm, J. L. & Holm, M. (2009). Babymouse: Dragonslayer. New York, NY: Random House.
   Google Scholar
• Jegatheesan, B., Miller, P. J. & Fowler, S. A. (2010). Autism from a religious perspective: A study of parental beliefs in South Asian Muslim immigrant families. Focus on Autism and Other Developmental Disabilities, 25, 98–109.
   Web of Science ®Google Scholar
• Johnston, F. R., Invernizzi, M. & Juel, C. (1998). Book buddies. New York, NY: Guilford.
   Google Scholar
• Kediye, F., Valeo, A. & Berman, R. C. (2009). Somali-Canadian mothers’ experiences in parenting a child with autism spectrum disorder. Journal of the Association for Research on Mothering, 11(1), 211–223.
   Google Scholar
• Kugler, E. G. & Price, O. A. (2009). Go beyond the classroom to help immigrant and refugee students succeed. Phi Delta Kappan, 91(3), 48–52.
   Web of Science ®Google Scholar
• Ladson-Billings, G. (1994). The dreamkeepers: Successful teaching for African American students. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Ladson-Billings, G. (1995). Towards a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465–491.
   Web of Science ®Google Scholar
• Lin, S. C., Yu, S. M. & Harwood, R. L. (2012). Autism spectrum disorders and developmental disabilities from immigrant families in the United States. Pediatrics, 130, 191–197.
   Google Scholar
• McBrien, J. L. (2005). Educational needs and barriers for refugee students in the United States: A review of the literature. Review of Educational Research, 75, 329–364.
   Web of Science ®Google Scholar
• Medearis, A. S. (2000). Seven spools of thread: A Kwanzaa story. New York, NY: Scholastic.
   Google Scholar
• Minnesota studies surge in child autism rates in Somali refugees. (2009). Mental Health Weekly, 19(12), 1–8.
   Google Scholar
• Nation, K., Clarke, P., Wright, B. & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36, 911–919.
   PubMed Web of Science ®Google Scholar
• Newschaffer, C. J., Falb, M. D. & Gurney, J. G. (2005). National autism prevalence trends from United States special education data. Pediatrics, 115, 277–282.
   PubMed Web of Science ®Google Scholar
• Nieto, S. (2005). Why we teach. New York, NY: Teachers College Press.
   Google Scholar
• O'Connor, I. M. & Klein, P. D. (2004). Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 34, 115–127.
   PubMed Web of Science ®Google Scholar
• Oakley, G., Howitt, C., Garwood, R. & Durack, A. (2013). Becoming multimodal authors: Pre-service teachers’ interventions to support young children with autism. Australian Journal of Early Childhood, 38(3), 86–96.
   Web of Science ®Google Scholar
• Patton, M. (1990). Qualitative evaluation and research (2nd ed.). Newbury Park, CA: Sage.
   Google Scholar
• Street, B. (2001). Introduction. In B. Street (Ed.), Literacy and development: Ethnographic perspectives (pp. 1–17). London, England: Routledge.
   Google Scholar
• Sullivan, A. L. (2013). School-based autism identification: Prevalence, racial disparities, and systemic correlates. School Psychology Review, 42, 298–316.
   Web of Science ®Google Scholar
• Taylor, S. & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39–56.
   Web of Science ®Google Scholar
• Tempany, M. (2009). What research tells us about the mental health and psychosocial wellbeing of Sudanese refugees: A literature review. Transcultural Psychiatry, 46, 300–315.
   PubMed Web of Science ®Google Scholar
• Thompson, T. (2007). Making sense of autism. Baltimore, MD: Brookes.
   Google Scholar
• Trueba, H., Jacobs, L. & Kirton, E. (1990). Cultural conflict and adaptation: The case of Hmong children in American society. New York, NY: Falmer.
   Google Scholar
• Villegas, A. M. & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32.
   Web of Science ®Google Scholar
• Walker-Dalhouse, D. & Dalhouse, A. D. (2009). When two elephants fight the grass suffers: Parents and teachers working together to support the literacy development of Sudanese youth. Teaching and Teacher Education, 25, 328–335.
   Web of Science ®Google Scholar
• Whalon, K. J., Al Otaiba, S. & Delano, M. E. (2009). Evidence-based reading instruction for individuals with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(1), 3–16.
   PubMed Web of Science ®Google Scholar
• Williams, C., Wright, B., Callaghan, G. & Coughlan, B. (2002). Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study. Autism, 6, 71–91.
   PubMed Web of Science ®Google Scholar
• Williamson, P., Carnahan, C. R. & Jacobs, J. (2011). Reading comprehension profiles of high-functioning students on the autism spectrum: A grounded theory. Exceptional Children, 78, 449–469.
   Web of Science ®Google Scholar