BILINGUALISM IN A CHILD WITH ASPERGER’S SYNDROME IN INCLUSIVE EDUCATIONAL CONDITIONS
BILINGUALISM IN A CHILD WITH ASPERGER’S SYNDROME IN INCLUSIVE EDUCATIONAL CONDITIONS

Summary/Abstract: Bilingual children with Asperger’s syndrome and children with other forms of autism are already a recognized fact; however, this still remains an area that is under-researched. Examples of bilingualism in Asperger’s syndrome or autism are reported mostly by parents from bilingual backgrounds. There are data and cases recorded that the children from the autistic spectrum are capable of language change or code switching. This research deals with the schooling conditions and family environment of a bilingual boy with Asperger’s syndrome, as well as his developmental characteristics. As a research method, a case study was used, representing an eight-year-old bilingual boy from Vojvodina with Asperger’s syndrome in a regular elementary school. The boy’s specific trait is that besides noticeable difficulties in speech and communication, he speaks two languages – Hungarian as native, and Serbian as a language of surroundings with a large vocabulary. The study covers the time period of three years during which the development of the child was followed, from preparatory pre-school group, and the first and second grade of elementary school. Classes are held according to the individualized approach in the school where elements of the Step by Step program are part of the teaching method. The results show some very interesting data and links between the child's progress, his academic achievement, and bilingualism.

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