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The Individuals with Disabilities Education Act (IDEA), enacted in 1975 as Public Law 94–142, mandates that children and youth ages 3–21 with disabilities be provided a free and appropriate public school education in the least restricted environment.
1 kwi 2020 · Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.
Nationwide, nearly 45% of students identified as multilingual learners who have been dually identified as having a disability under IDEA, Part B, are classified as having a literacy-related disability known as a Specific Learning Disability (Office of Special Education Programs, OSEP, 2022)—compared with nearly 35% of the non-EL students who hav...
Dual language learners (DLLs) and English learners (ELs) who have been identified as having disabilities constitute a relatively small and understudied portion of the K-12 population, making up about 9 percent of the DLL/EL population and 8 percent of students
30 lis 2020 · These barriers continue to characterize the state of practice in the education of EBs with disabilities today. Contributors offer specific guidance for overcoming these barriers and moving the education field closer to the promise of a free, appropriate education for EBs with disabilities.
compared to the first language, learning a second language can be an arduous and slow process. He differentiated between social and academic language acquisition and identified different timelines for each. Under ideal conditions, it takes the average EL 2 years to acquire Basic Interpersonal Communication Skills (BICS).
studies of young language learners in instructed classroom settings as well as of multilingual children in second language contexts. The paper starts with a definition of the concepts of disability and SLDs. Next, it discusses the interaction of cognitive factors with L1 and L2 literacy development and L2 learning.
