French Immersion as a Neurological Scaffold:Occupational Participation of Children with ASD and Learning Disabilities

This qualitative study explored school-based occupations of children with learning disabilities and autism spectrum disorder (ASD) in inclusive French immersion classrooms in Winnipeg, Canada. Using the frameworks of occupational science and justice, this study analyzed how eight children engaged in daily learning, play, and relational routines across three elementary schools. Findings reveal that occupational participation is closely linked to social belonging. Invisible barriers often hinder full engagement, while French immersion uniquely supports occupational identity by disrupting traditional hierarchies of competence. Implications for designing inclusive educational environments that promote meaningful belonging and contribution are discussed.