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  • DD_Biling_Policy_Review

    Rights statement: This is the author’s version of a work that was accepted for publication in Journal of Communication Disorders. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Communication Disorders, 63, 2016 DOI: 10.1016/j.jcomdis.2016.05.008

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A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual

Research output: Contribution to journalJournal article

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  • Diane Pesco
  • Andrea A A N MacLeod
  • Elizabeth Kay-Raining Bird
  • Patricia Cleave
  • Natacha Trudeau
  • Julia Scherba de Valenzuela
  • Kate Cain
  • Stefka H Marinova-Todd
  • Paola Colozzo
  • Hillary Stahl
  • Eliane Segers
  • Ludo Verhoeven
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<mark>Journal publication date</mark>1/09/2016
<mark>Journal</mark>Journal of Communication Disorders
Volume63
Number of pages17
Pages (from-to)15-31
Publication statusPublished
Original languageEnglish

Abstract

This review of special education and language-in-education policies at six sites in four countries (Canada, United States, United Kingdom, and Netherlands) aimed to determine the opportunities for bilingualism provided at school for children with developmental disabilities (DD). While research has demonstrated that children with DD are capable of learning more than one language (see Kay Raining Bird, Genesee, & Verhoeven, this issue), it was not clear whether recent policies reflect these findings. The review, conducted using the same protocol across sites, showed that special education policies rarely addressed second language learning explicitly. However, at all sites, the policies favoured inclusion and educational planning based on individual needs, and thus implied that students with DD would have opportunities for second language learning. The language-in-education policies occasionally specified the support individuals with special needs would receive. At some sites, policies and educational options provided little support for minority languages, a factor that could contribute to subtractive bilingualism. At others, we found stronger support for minority languages and optional majority languages: conditions that could be more conducive to additive bilingualism.

Bibliographic note

This is the author’s version of a work that was accepted for publication in Journal of Communication Disorders. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Communication Disorders, 63, 2016 DOI: 10.1016/j.jcomdis.2016.05.008