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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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual
AU - Pesco, Diane
AU - MacLeod, Andrea A A N
AU - Kay-Raining Bird, Elizabeth
AU - Cleave, Patricia
AU - Trudeau, Natacha
AU - de Valenzuela, Julia Scherba
AU - Cain, Kate
AU - Marinova-Todd, Stefka H
AU - Colozzo, Paola
AU - Stahl, Hillary
AU - Segers, Eliane
AU - Verhoeven, Ludo
N1 - 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
PY - 2016/9/1
Y1 - 2016/9/1
N2 - 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.
AB - 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.
KW - Bilingualism
KW - Developmental disabilities
KW - Inclusive education
KW - Language policy
KW - Special education
KW - Special needs
U2 - 10.1016/j.jcomdis.2016.05.008
DO - 10.1016/j.jcomdis.2016.05.008
M3 - Journal article
C2 - 27814795
VL - 63
SP - 15
EP - 31
JO - Journal of Communication Disorders
JF - Journal of Communication Disorders
SN - 0021-9924
ER -