scholarly journals Instructional Supports for Students with Special Education Needs in French as a Second Language Education: A Review of Canadian Empirical Literature

2017 ◽  
Vol 6 (3) ◽  
pp. 14 ◽  
Author(s):  
Callie Mady ◽  
Stefanie Muhling
Keyword(s):  
Special Education ◽  
Second Language ◽  
Empirical Studies ◽  
Language Education ◽  
French Immersion ◽  
Empirical Literature ◽  
Instructional Supports ◽  
Special Education Needs ◽  
Education Needs ◽  
Core French

With the view to responding to a call for information on instructional supports for students with special education needs (SSEN) in French as a second language (FSL) education, this article reviews the empirical literature from three Canadian contexts: core French, intensive French and French immersion. More specifically, we developed this literature review by conducting an electronic search for pertinent Canadian empirical studies and manually searching select Canadian journals from the last 15 years. Our findings revealed a variety of existing instructional supports to enhance the success of SSEN in FSL programs in general and strategies for identification and intervention in French immersion in particular.

Access and outcomes of children with special education needs in Early French Immersion

2020 ◽  
Author(s):  
Elizabeth Kay-Raining Bird ◽  
Fred Genesee ◽  
Ann Sutton ◽  
Xi Chen ◽  
Joan Oracheski ◽  
...  
Keyword(s):  
Special Education ◽  
English Language ◽  
French Immersion ◽  
Reading Scores ◽  
Small Subset ◽  
Language Performance ◽  
Special Education Needs ◽  
French And English ◽  
Education Needs ◽  
Grade 3

Abstract This study investigated access to and outcomes of Early French Immersion (EFI) for students with special education needs (SEN) attending a large school board in Canada. Data analysis was carried out on: provincially mandated achievement test scores for all Grade 3 students with SEN participating over a three-year period (n = 705) who attended either EFI or English programs; standardized French and English language and reading scores for a small subset of students (n = 20); and interviews with parents of Grade 4 students in EFI (n = 9). Results revealed lower participation but higher English academic and language performance for students with SEN in the EFI program as well as development of French language and reading skills. Interviewed parents often believed children with SEN ‘could not handle’ EFI and that withdrawal should be an option in response to learning difficulties. Implications for inclusive practices in EFI are discussed.

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