ERIC Number: ED256106
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Cognitive Development and Learning in Mildly Handicapped Bilingual Children.
The theoretical background and empirical studies concerned with the relationship between language and cognition in bilingual children and in bilingual mildly retarded children are examined. It is suggested that the effects of bilingualism are not necessarily detrimental to mildly handicapped children. Cognitive and interactional factors in the acquisition of literacy are discussed in the context of previous research and of observations of an ongoing investigation in a self-contained classroom composed of bilingual mildly handicapped children (grades 4-6). Here the instructional approach emphasizes the acquisition of writing skills through interaction in meaningful learning activities (journal writing). A reconceptualization of the teaching/learning process as a mutually constructed, interactive activity is advocated as holding much promise in the development of effective instructional options for bilingual handicapped students. (JW)
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: In: Chinn, Philip C., Ed. Education of Culturally and Linguistically Different Exceptional Children. Reston, Virginia, ERIC Clearinghouse on Handicapped and Gifted Children/Council for Exceptional Children, 1984. Chapter 3. For complete monograph, see EC 172 501.