2. ESOL Comparison Chart
ELL ONLY
Earn a standard diploma
Does not affect functions in daily life
Will test out of their label
Do not have issues with repetitive behavior, problem behavior, and
sensory/ movement disruptions
Not a biomedical or environmental/ chemical cause
Trouble understanding is caused by a language barrier
Is not a genetic difference in DNA
Have consistent language abilities, no matter the context
3. ESOL Comparison Chart
ELL ONLY
ELL students do not struggle with speech, reading, and writing skills
in their native language
Will adapt socially, linguistically, and intellectually over time to fit in
with peers
ELL is not a lifelong difference
Normal IQ scores, being about 100. (Maybe score lower due to
language/ culture barrier?)
Does not affect memory
Something in common with entire family
May not understand because of cultural context
May be perceived as misbehaving due to different cultural
expectations
Given a short term for services
Most are included in general education classrooms
4. ESOL Comparison Chart
ASD ONLY
Eligible for special diploma
Creates difficulty with activities in daily life
Will not test out of label
May have visible differences in repetitive behavior, problem behavior, and
sensory/ movement disruptions
On the other hand, may not be a noticeable disability
There is a biomedical or environmental/ chemical cause
Does not result from nurturing style in home environment
Is a genetic difference linked to DNA
Will have inconsistent abilities, like performing well in school yet being
unable to generalize to home/ school environments, or like savants, who
markedly have low ability in all areas besides their super talent
May struggle with speech, reading, and writing skills in their native
language.
5. ESOL Comparison Chart
ASD ONLY
Can learn strategies to adapt with peers socially, linguistically, and
intellectually, but with difficulty
ASD is a life-long disability
Quite commonly (75% of autism) students will have an intellectual
disability, meaning IQ scores below 70.
May affect memory
Can be something different than entire family
May not understand because of social, language, or intelligence context
Over-representation of European American children
Can be more likely to cause harm to self, others, or environment
Given services for a long term
About half are included in general education most of the time (54% of
students in gen ed 40% or more of the time)
Accommodations vary
6. ESOL Comparison Chart
BOTH ASD and ESOL
Have a label that gets services
Receive accommodations
May be different socially and linguistically
Both might have a difficult time making friends, for different reasons
Both have extra resources at school to accommodate them in learning
Will likely benefit from having extra time to process or express knowledge
May be pulled out of class for extra supports
Describes a large spectrum of students
Can apply to students of different intelligence levels
May be very difficult for the family
Test scores may be inconsistent with abilities, whether due to having
more time to process written word, struggling with literacy, sensory
distractions, anxiety or differences in intellectual functioning
Benefit from multi-modal teaching
Benefit from having more time
7. ESOL Comparison Chart
BOTH ASD and ESOL
May be withdrawn/ shy
May appear to give up easily, by lacking motivation or by displaying problem
behavior
May struggle to follow rules, for different reasons
May have difficulties understanding pragmatics and fitting the cultural norm
Might have difficulties with language, communication, and expression
Might struggle with reading and writing
May use other methods of communication than speech, like hand gestures
Might take more time to learn material
Can be perceived to be misbehaved
Difference may be apparent by irregular speech
May have low standardized test scores
Might avoid eye contact
Might struggle with syntax (order of words)
Visuals help learning
8. ASD Autism Spectrum Disordercategorical definition
NO SUCH THING AS JUST “AUTISM”
Autism Spectrum Disorder means having one or more of the
following:
1. Classic Autism Disorder
2. Rett’s Disorder
3. Childhood disintegrative disorder
4. Asperger’s disorder
5. Pervasive developmental disorder otherwise not specified
Thus, when someone says just “autism” they may mean
ASD, or they may mean “classic autism.”
Don’t be embarrassed to ask someone which one they are
referring to if they simply say “autism.” Some people will be
quite impressed that you even know the difference!
12. BBC - My Autism and Me
http://www.youtube.com/watch?v=FeGaffIJvHM
13. • Develop and follow a structured daily schedule. Prepare
student about any schedule changes in advance.
• Incorporate the use of visuals whenever possible.
• Create visual labels for the classroom.
• Teach interaction skills. Encourage students to cooperate
in activities or assign a peer buddy for them to work
with.
• Address students by their name. Do not demand eye
contact.
• Use concrete language. Keep it simple and straight to
the point.
14. •
Avoid the use of sarcasm.
•
Teachers, parents and students should all be involved in
planning interventions. Communication is key!
•
Develop positive behavioral plans.
•
Use social stories for behavior management.
•
Classroom structure & environment should be predictable.
•
Remember that each student with ASD is unique!
