Home

Welcome to the University of Southampton blog for the Doctorate in Educational Psychology, the purpose of which is to disseminate course-generated knowledge. Our trainees submit assignments demonstrating their ability to generate new knowledge and synthesise existing research, including essays, critiques of interventions and a thesis. Essays and critiques published here have all been graded as being at distinction level in at least one area.

“Where a distinction was awarded, the students had achieved excellent standards.” 
Dr Sandra Dunsmuir, External Examiner 2013-2015, UCL

 “The visiting team welcomed the work done to develop the research blog to enable
high quality trainee research to be disseminated to a wider audience.”
BPS Accreditation Team, May 2017

Recent Posts

Should Parents be Discouraged from Raising Their Autistic Children to Be Bilingual?

Assignment type: Essay
Author: Elizabeth Atkinson
Submitted: November 2020

Due to increased diversity in British classrooms there is an upsurge of parents struggling to decide whether to speak one or two languages with their autistic children. Some practitioners advise parents to limit language use to English, even if this is not their first language. Even when practitioners advise that dual-language exposure is not problematic, some parents feel there is not enough information and are worried about the implications of their choice.

Parents have reported concerns that dual-language exposure will further delay language development or would be too confusing for their autistic child. This essay evaluates the growing body of research in the area in relation to these concerns. The essay concludes that the current evidence-base suggests that being bilingual, is at the very least, not harmful for most autistic children. This essay also discusses possible social and cultural implications of limiting language exposure. It is argued that parents should not be discouraged from raising their autistic child bilingual, rather educational psychologists (EPs) should provide a clear synopsis of the research so that parents can make an informed decision. Possible explanations for the discrepancy between the literature and practitioner advice are explored, as are recommendations for future research and how EPs can support families making the complex and personal decision.

Download (PDF)

  1. Tree of Life: A Tool for Therapeutic Growth? Leave a reply
  2. Dyslexia or Literacy Difficulties: What Difference Does a Label Make? Exploring the Perceptions and Experiences of Young People Leave a reply
  3. Educational psychologists’ involvement in critical incidents: self-efficacy and influencing factors Leave a reply
  4. We Thinkers! Series: An Academic Critique Leave a reply
  5. The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support Leave a reply
  6. Academic critique of Paws b, a mindfulness based intervention for children Leave a reply
  7. Is there a relationship between Adverse Childhood Experiences and Reading Comprehension Difficulties mediated by Executive Function? Leave a reply
  8. Which Language-Learning Environment is the Most Advantageous for Deaf Children with Cochlear Implants? Leave a reply
  9. FRIENDS for Life: An Academic Critique Leave a reply
  10. Reciprocal Teaching: An Academic Critique Leave a reply
  11. Mental health beyond the school gate: Young people’s perspectives of mental health support online, and in home, school and community contexts Leave a reply
  12. A systematic review and meta‐analysis of sex/gender differences in social interaction and communication in autistic and nonautistic children and adolescents Leave a reply
  13. The Children’s Exploratory Drawings Leave a reply
  14. Pillars of Parenting: an academic critique. Leave a reply
  15. An exploration of the support schools can provide to students with non-suicidal self-injury behaviour. Leave a reply
  16. University of Southampton Psychology Post Graduate Research Conference – presentations Leave a reply
  17. An intervention to raise a sense of belonging and associated outcomes for secondary aged pupils with low socioeconomic status Leave a reply
  18. Looking ahead rather than behind: exploring the future perspectives and resilience of adolescents who have experience of parental imprisonment Leave a reply
  19. Understanding the school outcomes for, and experiences of, siblings of children with autism Leave a reply
  20. The impact of small motor activity on attention and learning in children Leave a reply
  21. An investigation into the associations between maths anxiety in secondary school pupils and teachers’ and parents’ implicit theories of intelligence and failure Leave a reply
  22. Twins: Exploring implications for their interactions with parents and classroom placement at school Leave a reply
  23. Dyslexia or literacy difficulties: what difference does a label make? Exploring the perceptions and experiences of young people Leave a reply
  24. The role of emotion recognition and externalising behaviour for educational outcomes Leave a reply
  25. An exploration of how the secondary school experience contributes to elevated anxiety levels for adolescents on the autism spectrum Leave a reply
  26. Sense of school belonging: How can schools make a difference? Leave a reply
  27. Adoptive parenting from adolescence to early adulthood Leave a reply
  28. The participation of autistic pupils in decision-making about their school experiences: A case study of one school Leave a reply
  29. Evaluating the effectiveness of phonics as a method for teaching reading to children and young people who experience learning difficulties and are educated in Special School settings Leave a reply