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 |
| 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 |
| 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. |
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| ISSN: | 1367-0050 |
| DOI: | 10.1080/13670050.2020.1742650 |
