ABSTRACT
This single instrumental case study examines the Pathways Program, a dual immersion (DI) strand for students with autism and related disabilities. Pathways is housed at Crossroads Elementary School, a school-wide DI program in the Southern United States. Data include interviews with educators and mothers of students with autism, along with school-based observations and a review of educational documents. Findings suggest that the benefits of DI programs for students with disabilities include enhanced parent/educator collaboration and positive student identity development. However, logistical challenges (e.g., lack of qualified bilingual special educators and curricula) and structural barriers (e.g., negative attitudes toward bilingualism, English-only high stakes assessments) thwart implementation. Indeed, Pathways only existed as a DI special education program for a single year. And the results of this study provide insights about persistent obstacles at the intersection of language and disability. Implications for practice are discussed.
