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Special Education Needs in French Immersion: A Parental Perspective of Supports and Challenges

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Title: Special Education Needs in French Immersion: A Parental Perspective of Supports and Challenges
Language: English
Authors: Selvachandran, Janani (ORCID 0000-0001-9639-4312), Kay-Raining Bird, Elizabeth, DeSousa, Jessica, Chen, Xi
Source: International Journal of Bilingual Education and Bilingualism. 2022 25(3):1120-1136.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Grade 1
Descriptors: Foreign Countries, Special Education, Special Needs Students, Second Language Learning, French, Immersion Programs, Access to Education, Language Acquisition, Bilingualism, Kindergarten, Grade 1
Geographic Terms: Canada
DOI: 10.1080/13670050.2020.1742650
ISSN: 1367-0050
Abstract: This study collected interview data from parents of five children identified as having special education needs who were attending or had attended a French Immersion program in Toronto, Ontario. The experiences of these families were qualitatively analyzed to uncover critical themes surrounding experiences and beliefs around French Immersion enrolment, educational supports and withdrawal for children with special education needs. The findings showed a relationship between the severity of a special education need and the amount of supports that were needed for a child in an immersion program as might be expected. A lack of accessibility to and availability of supports resulted in parents seeking external resources to help alleviate the learning difficulties of their children. This study highlights an impending need to improve the accessibility of supports in French Immersion in the form of assessments, resources and teacher training.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1335180
Database: ERIC
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  Data: Special Education Needs in French Immersion: A Parental Perspective of Supports and Challenges
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  Data: <searchLink fieldCode="AR" term="%22Selvachandran%2C+Janani%22">Selvachandran, Janani</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9639-4312">0000-0001-9639-4312</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kay-Raining+Bird%2C+Elizabeth%22">Kay-Raining Bird, Elizabeth</searchLink><br /><searchLink fieldCode="AR" term="%22DeSousa%2C+Jessica%22">DeSousa, Jessica</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Xi%22">Chen, Xi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Bilingual+Education+and+Bilingualism%22"><i>International Journal of Bilingual Education and Bilingualism</i></searchLink>. 2022 25(3):1120-1136.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Immersion+Programs%22">Immersion Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 10.1080/13670050.2020.1742650
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  Data: This study collected interview data from parents of five children identified as having special education needs who were attending or had attended a French Immersion program in Toronto, Ontario. The experiences of these families were qualitatively analyzed to uncover critical themes surrounding experiences and beliefs around French Immersion enrolment, educational supports and withdrawal for children with special education needs. The findings showed a relationship between the severity of a special education need and the amount of supports that were needed for a child in an immersion program as might be expected. A lack of accessibility to and availability of supports resulted in parents seeking external resources to help alleviate the learning difficulties of their children. This study highlights an impending need to improve the accessibility of supports in French Immersion in the form of assessments, resources and teacher training.
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      – SubjectFull: Kindergarten
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