Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children’s development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.
Table des matières
Contributors
Chapter 1. Dina C. Castro and Alfredo J. Artiles: At the Intersection of Language, Learning, and Disability in the Education of Young Bilingual Children
Chapter 2. Dina C. Castro, Cristina Gillanders, Nydia Prishker, and Rodolfo Rodriguez: A Sociocultural, Integrative, and Interdisciplinary Perspective on the Development and Education of Young Bilingual Children with Disabilities
Chapter 3. Carol Scheffner Hammer and Maria Cristina Limlingan: How Bilingualism Affects Children’s Language Development
Chapter 4. Lillian Durán: Dual Language Learners in Early Intervention Programs: Issues of Eligibility, Access, and Service Provision
Chapter 5. Sarah L. Alvarado, Sarah M. Salinas, and Alfredo J. Artiles: The Social Organization of Learning for Dual Language Learners in Inclusive Classrooms
Chapter 6. Maria Adelaida Restrepo and Anny P. Castilla-Earls: Language Learning and Language Disability: Equity Issues in the Assessment of Young Bilingual Learners
Chapter 7. Cristina Gillanders and Sylvia Y. Sánchez: Learning from Sociocultural Contexts: Partnering with Families of Young Bilingual Children with Disabilities
Chapter 8. Norma A. López-Reyna, Cindy L. Collado, Mary Bay, and Wu-Ying Hsieh: Preparing Teachers of Young Bilingual Children with Disabilities
Chapter 9. Marlene Zepeda and Michael J. Orosco: Language, Learning, and Disability in an Era of Accountability
Chapter 10. Alba A. Ortiz: Young Bilingual Children with Disabilities: Challenges and Opportunities for Future Education Policies and Research
Index
A propos de l’auteur
Alfredo J. Artiles is Professor of Education at the Graduate School of Education, Stanford University. His interdisciplinary scholarship examines the paradoxes of educational equity and their consequences in two contexts, namely disability intersections with other sociocultural differences (e.g. race, language, social class, gender) and the implementation of inclusive education across contexts and scales.
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