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SUMMARY:Autism and Bilingualism: A review of theory\, policy and practice 
 to inform evidence-based Speech and Language Therapy services - Melanie Gr
 eaux\, PhD student\, Faculty of Education\, University of Cambridge
DTSTART:20190502T120000Z
DTEND:20190502T133000Z
UID:TALK123790@talks.cam.ac.uk
CONTACT:Anne Helene Halbout
DESCRIPTION:Speech and Language Therapy (SLT) services offer ideal experti
 se to support the communication abilities of autistic children (Royal Coll
 ege of Speech & Language Therapist\, 2009). However\, whilst interventions
  have been evidenced to benefit monolingual children with autism (Adams et
  al.\, 2012)\, practice appears to crumble in face of linguistic and cultu
 ral diversity. Limitations are found at all stages of the care journey: re
 ferrals reflect inequitable access to services (St. Amant\, Chrager\, Peñ
 a-Ricardo\, Williams\, & Vanderbilt\, 2018)\, clinicians report being unde
 r-equipped during the assessment phase (Arias & Friberg\, 2017) and disclo
 se the struggle to integrate more than one language in intervention progra
 mmes (Jordaan\, 2008). In the age of globalisation\, there is an urgent ne
 ed to investigate the necessary adaptations for SLT services to best suppo
 rt the linguistic and culturally diverse autistic community.\n\nThis prese
 ntation aims to (1) critically analyse the literature on bilingualism and 
 autism using the lens of the International Classification of Functioning\,
  Disability and Health (World Health Organization\, 2001)\; (2) review SLT
  evidence-based guidelines (Stow & Pert\, 2015) and actual practice for bi
 lingual children with autism\; (3) identify research priorities to foster 
 more inclusive and evidence-based SLT services. 
LOCATION:Room GR06/07\, Faculty of English\, University of Cambridge\, 9 W
 est Road\, Cambridge\, CB3 9DP
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