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The influence of the temporal characteristics of events on adults' and children's pronoun resolution
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Assessment of inference making in children using comprehension questions and story retelling:Effect of text modality and story presentation format
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The Process and Product of Coherence Monitoring in Young Readers:Effects of Reader and Text Characteristics
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The relations between morphological awareness and reading comprehension in beginner readers through to young adolescents
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Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition:The Roles of Iconicity and Engagement
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The effect of prompts on the shared reading interactions of parents and children with Down syndrome
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Symbolic Understanding and Word–Picture–Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement
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In: J Autism Dev Disord (2020)
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The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics
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In: Sci Stud Read (2020)
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Going beyond children’s single-text comprehension:The role of fundamental and higher–level skills in 4th graders’ multiple-document comprehension
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The role of memory and language ability in children’s production of two-clause sentences containing before and after
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Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade
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Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children
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Children’s problems with inference making: causes and consequences
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Understanding the semantic functions of but in middle childhood:the role of text- and sentence-level comprehension abilities
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Access to opportunities for bilingualism for individuals with developmental disabilities:key informant interviews
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Abstract:
The purpose of this article is to describe the results of a thematic analysis of 79 semi-structured interviews collected at six research sites in four countries in relation to the inclusion and exclusion of students with developmental disabilities (DD) in and from special education and bilingual opportunities. The participants were individuals with expertise either in special needs and/or language education to support bilingualism (e.g., second language (L2) instruction), who served as key informants about service delivery and/or policy in these areas. Six themes emerged as salient during the analysis: we include all kids, special needs drives it, time/scheduling conflicts, IEP/IPP/statement drives it, it’s up to the parents, and service availability. The results suggested that access to language programs and services is limited for children with DD, even though participants at all sites reported adherence to a philosophy of inclusion. A priority on special education services over language services was identified, as well as barriers to providing children with DD access to programs and services to support bilingual development. Some of these barriers included time and scheduling conflicts and limited service availability. Additionally, the role of parents in decision making was affirmed, although, in contrast to special education services, decision-making about participation or exemption from language programs was typically left up to the parents. Overall, the results suggest a need for greater attention to providing supports for both first (L1) and L2 language development for bilingual children with DD and greater access to available language programs.
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URL: https://eprints.lancs.ac.uk/id/eprint/82566/
https://eprints.lancs.ac.uk/id/eprint/82566/2/de_Valenzuela_et_al_2016.pdf
https://doi.org/10.1016/j.jcomdis.2016.05.005
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A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual
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