The University of Texas at Austin, Austin, TX,, USA.
Victoria University of Wellington, Wellington, New Zealand.
J Autism Dev Disord. 2019 Mar;49(3):887-912. doi: 10.1007/s10803-018-3790-8.
Special education policies recognize the need for developing and preserving the heritage languages of individuals with disabilities. Yet there seems to be a disconnect between policy and practice. Should the heritage languages of bilingual individuals with neurodevelopmental disorders be incorporated into interventions? This review evaluated 18 studies that examined the effects of heritage language instruction on treatment outcomes for individuals with neurodevelopmental disorders. Overall, results suggest a small effect favoring interventions delivered in the heritage language versus interventions delivered solely in the majority language. In general, studies were also found to be of high-quality according to What Works Clearinghouse Standards. Findings are discussed in terms of recommendations for future research and practice.
特殊教育政策认识到有必要发展和保护残疾个体的母语。然而，政策和实践之间似乎存在脱节。双语的神经发育障碍个体的母语是否应该纳入干预措施中？本综述评估了 18 项研究，这些研究考察了母语教学对神经发育障碍个体治疗效果的影响。总体而言，结果表明，母语教学干预比仅使用主流语言的干预更有优势，效果较小。一般来说，根据 What Works Clearinghouse 标准，这些研究也被认为是高质量的。研究结果从未来研究和实践的建议方面进行了讨论。
