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Access and outcomes of children with special education needs in Early French Immersion.

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Title: Access and outcomes of children with special education needs in Early French Immersion.
Authors: Kay-Raining Bird, Elizabeth1 (AUTHOR) rainbird@dal.ca, Genesee, Fred2 (AUTHOR) fred.genesee@mcgill.ca, Sutton, Ann3 (AUTHOR) Ann.Sutton@uOttawa.ca, Chen, Xi4 (AUTHOR) xi.chen.bumgardner@utoronto.ca, Oracheski, Joan5 (AUTHOR) joan.oracheski@ocdsb.ca, Pagan, Stephanie5 (AUTHOR) stephanie.pagan@ocdsb.ca, Squires, Bonita1 (AUTHOR) Bonita.Squires@Dal.Ca, Burchell, Diana4 (AUTHOR) diana.burchell@mail.utoronto.ca, Sorenson Duncan, Tamara6 (AUTHOR) TamaraSorensonDuncan@cunet.carleton.ca
Source: Journal of Immersion & Content-Based Language Education. 2021, Vol. 9 Issue 2, p193-222. 30p.
Subject Terms: *Children with disabilities, *Academic language, *Special education, *Achievement tests, French language
Geographic Terms: Canada
Abstract: This study investigated access to and outcomes of Early French Immersion (EFI) for students with special education needs (SEN) attending a large school board in Canada. Data analysis was carried out on: provincially mandated achievement test scores for all Grade 3 students with SEN participating over a three-year period (n = 705) who attended either EFI or English programs; standardized French and English language and reading scores for a small subset of students (n = 20); and interviews with parents of Grade 4 students in EFI (n = 9). Results revealed lower participation but higher English academic and language performance for students with SEN in the EFI program as well as development of French language and reading skills. Interviewed parents often believed children with SEN 'could not handle' EFI and that withdrawal should be an option in response to learning difficulties. Implications for inclusive practices in EFI are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Immersion & Content-Based Language Education is the property of John Benjamins Publishing Co. 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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  Availability: 0
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DbLabel: Education Research Complete
An: 151469633
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Access and outcomes of children with special education needs in Early French Immersion.
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  Data: <searchLink fieldCode="AR" term="%22Kay-Raining+Bird%2C+Elizabeth%22">Kay-Raining Bird, Elizabeth</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> rainbird@dal.ca</i><br /><searchLink fieldCode="AR" term="%22Genesee%2C+Fred%22">Genesee, Fred</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> fred.genesee@mcgill.ca</i><br /><searchLink fieldCode="AR" term="%22Sutton%2C+Ann%22">Sutton, Ann</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> Ann.Sutton@uOttawa.ca</i><br /><searchLink fieldCode="AR" term="%22Chen%2C+Xi%22">Chen, Xi</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> xi.chen.bumgardner@utoronto.ca</i><br /><searchLink fieldCode="AR" term="%22Oracheski%2C+Joan%22">Oracheski, Joan</searchLink><relatesTo>5</relatesTo> (AUTHOR)<i> joan.oracheski@ocdsb.ca</i><br /><searchLink fieldCode="AR" term="%22Pagan%2C+Stephanie%22">Pagan, Stephanie</searchLink><relatesTo>5</relatesTo> (AUTHOR)<i> stephanie.pagan@ocdsb.ca</i><br /><searchLink fieldCode="AR" term="%22Squires%2C+Bonita%22">Squires, Bonita</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Bonita.Squires@Dal.Ca</i><br /><searchLink fieldCode="AR" term="%22Burchell%2C+Diana%22">Burchell, Diana</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> diana.burchell@mail.utoronto.ca</i><br /><searchLink fieldCode="AR" term="%22Sorenson+Duncan%2C+Tamara%22">Sorenson Duncan, Tamara</searchLink><relatesTo>6</relatesTo> (AUTHOR)<i> TamaraSorensonDuncan@cunet.carleton.ca</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Immersion+%26+Content-Based+Language+Education%22">Journal of Immersion & Content-Based Language Education</searchLink>. 2021, Vol. 9 Issue 2, p193-222. 30p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+language%22">Academic language</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement+tests%22">Achievement tests</searchLink><br /><searchLink fieldCode="DE" term="%22French+language%22">French language</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated access to and outcomes of Early French Immersion (EFI) for students with special education needs (SEN) attending a large school board in Canada. Data analysis was carried out on: provincially mandated achievement test scores for all Grade 3 students with SEN participating over a three-year period (n = 705) who attended either EFI or English programs; standardized French and English language and reading scores for a small subset of students (n = 20); and interviews with parents of Grade 4 students in EFI (n = 9). Results revealed lower participation but higher English academic and language performance for students with SEN in the EFI program as well as development of French language and reading skills. Interviewed parents often believed children with SEN 'could not handle' EFI and that withdrawal should be an option in response to learning difficulties. Implications for inclusive practices in EFI are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Immersion & Content-Based Language Education is the property of John Benjamins Publishing Co. 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=151469633
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        Value: 10.1075/jicb.20012.kay
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      – Code: eng
        Text: English
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        PageCount: 30
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    Subjects:
      – SubjectFull: Children with disabilities
        Type: general
      – SubjectFull: Academic language
        Type: general
      – SubjectFull: Special education
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      – SubjectFull: Achievement tests
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      – SubjectFull: French language
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      – SubjectFull: Canada
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      – TitleFull: Access and outcomes of children with special education needs in Early French Immersion.
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              M: 07
              Text: 2021
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              Y: 2021
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