Canadian immigrant policies have systemically excluded individuals with disabilities from immigrating to Canada due to ‘excessive demand’ and ‘medical inadmissibility’ clauses. Ableism, racism, and colonialism affect all aspects of pre-application, application, settlement and integration. However, a gap in resources and knowledge of working with newcomers with disabilities exists. This reports on the training program requested by Immigrant Services Calgary on supporting newcomers with disabilities. Canadian immigrant policies have systemically excluded individuals with disabilities from immigrating to Canada due to ‘excessive demand’ and ‘medical inadmissibility’ clauses. Ableism, racism, and colonialism affect all aspects of pre-application, application, settlement and integration. However, a gap in resources and knowledge of working with newcomers with disabilities exists. This reports on the training program requested by Immigrant Services Calgary on supporting newcomers with disabilities.
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The home language environment and language abilities were compared between children with autism spectrum disorder (ASD) and children with typical development, both from newcomer families in Edmonton. Children were in elementary school, mostly 6 and 7 year olds. The goal was to understand if there were differences in bilingual development between children with ASD and children with typical development at the same age. Specifically, we wanted to understand if children with ASD have the capacity to become bilingual and whether this is supported by their communities, clinicians and educators. We conclude that children with ASD are more at risk than children with typical development for losing their heritage language. In other words, children with ASD have the capacity to be bilingual, but have limited opportunities to develop their heritage language. The home language environment and language abilities were compared between children with autism spectrum disorder (ASD) and children with typical development, both from newcomer families in Edmonton. Children were in elementary school, mostly 6 and 7 year olds. The goal was to understand if there were differences in bilingual development between children with ASD and children with typical development at the same age. Specifically, we wanted to understand if children with ASD have the capacity to become bilingual and whether this is supported by their communities, clinicians and educators. We conclude that children with ASD are more at risk than children with typical development for losing their heritage language. In other words, children with ASD have the capacity to be bilingual, but have limited opportunities to develop their heritage language.
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