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

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Title: A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual.
Authors: Pesco, Diane1 dpesco@education.concordia.ca, MacLeod, Andrea A.A.N.2, Kay-Raining Bird, Elizabeth3, Cleave, Patricia3, Trudeau, Natacha2, de Valenzuela, Julia Scherba4, Cain, Kate5, Marinova-Todd, Stefka H.6, Colozzo, Paola6, Stahl, Hillary6, Segers, Eliane7, Verhoeven, Ludo7
Source: Journal of Communication Disorders. Sep2016, Vol. 63, p15-31. 17p.
Subject Terms: *Developmental disabilities, *Language acquisition, *Special education, *Government policy, Multilingualism in children
Geographic Terms: Canada, United Kingdom, Netherlands, United States
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Communication Disorders is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual.
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  Data: <searchLink fieldCode="AR" term="%22Pesco%2C+Diane%22">Pesco, Diane</searchLink><relatesTo>1</relatesTo><i> dpesco@education.concordia.ca</i><br /><searchLink fieldCode="AR" term="%22MacLeod%2C+Andrea+A%2EA%2EN%2E%22">MacLeod, Andrea A.A.N.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Kay-Raining+Bird%2C+Elizabeth%22">Kay-Raining Bird, Elizabeth</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Cleave%2C+Patricia%22">Cleave, Patricia</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Trudeau%2C+Natacha%22">Trudeau, Natacha</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22de+Valenzuela%2C+Julia+Scherba%22">de Valenzuela, Julia Scherba</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Cain%2C+Kate%22">Cain, Kate</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Marinova-Todd%2C+Stefka+H%2E%22">Marinova-Todd, Stefka H.</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Colozzo%2C+Paola%22">Colozzo, Paola</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Stahl%2C+Hillary%22">Stahl, Hillary</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Segers%2C+Eliane%22">Segers, Eliane</searchLink><relatesTo>7</relatesTo><br /><searchLink fieldCode="AR" term="%22Verhoeven%2C+Ludo%22">Verhoeven, Ludo</searchLink><relatesTo>7</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Communication+Disorders%22">Journal of Communication Disorders</searchLink>. Sep2016, Vol. 63, p15-31. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Developmental+disabilities%22">Developmental disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Government+policy%22">Government policy</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism+in+children%22">Multilingualism in children</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Communication Disorders is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=119188415
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        Value: 10.1016/j.jcomdis.2016.05.008
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      – Code: eng
        Text: English
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