Open AccessReview of Comparison Studies Investigating Bilingualism and Bilingual Instruction for Students with Disabilities
Author(s) -
Gregory A. Cheatham,
Rosa Milagros Santos,
Ayfer Kerkutluoglu
Publication year - 2012
Publication title -
focus on exceptional children
Language(s) - English
Resource type - Journals
ISSN - 0015-511X
DOI - 10.17161/foec.v45i3.6681
Subject(s) - neuroscience of multilingualism , psychology , promotion (chess) , psychological intervention , narrative , developmental psychology , linguistics , philosophy , neuroscience , psychiatry , politics , political science , law
The purpose of this article is to provide a narrative review of comparison studies regarding the impacts of bilingualism and interventions including the home and second language for students with disabilities. Although research is limited, preliminary findings from existing studies illustrate that bilingualism does not negatively impact language or academic abilities for students with disabilities. Additionally, researchers suggest that instruction in and through the home and second language does not negatively impact language and academic abilities of students with disabilities assessed within these studies. We conclude with a discussion of steps forward, given that acceptance and promotion of bilingualism cannot only be effective for students with disabilities but also is a component of culturally and linguistically appropriate services for bilingual students with disabilities.