ERIC Number: EJ1048004
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 71
Is French Immersion a Special Education Loophole? … And Does It Intensify Issues of Accessibility and Exclusion?
International Journal of Bilingual Education and Bilingualism, v18 n2 p170-187 2015
What happens when children are asked to give up their right to special education in order to access a French immersion program? By examining one mother's efforts to secure gifted support in a French immersion program, this critical inquiry offers a parental perspective of the special education issues of accessibility and inclusion. The two children at the center of Beatrice's narrative, Julie and Liz, initially received attention deficit/hyperactivity disorder (AD/HD) and attention deficit disorder (ADD) diagnoses and were subsequently identified with a gifted exceptionality. After outlining Beatrice's interlocking challenges with special education identification and support in French immersion, key themes are discussed along with their related implications for research, policy, and practice. In Beatrice's experience, a bilingual program proved to be a loophole, where one's legal right to access gifted special education support was circumvented. While the author focuses on a Canadian French immersion setting, the findings outlined in this paper have larger implications for bilingual programs around the world, such as dual language education programs.
Descriptors: French, Gifted, Special Education, Immersion Programs, Second Language Learning, Mothers, Attention Deficit Hyperactivity Disorder, Identification, Gifted Disabled, Second Language Instruction, Bilingual Education Programs, Student Rights, Access to Education, Inclusion, Foreign Countries, Case Studies, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada