This paper presents a narrative review of the literature at the intersection of bilingualism and practices for teaching children with Autism Spectrum Disorder (ASD). We highlight the gap in the empirical literature about instructional practices for young bilinguals with ASD. Special attention is given to the monolingual ASD and multicultural special education literatures for shared evidence on designing interventions for bilingual children with ASD. Implications are discussed for special educators who may not speak one or more of the world languages of the child.
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