Inclusion of Multilingual Learners With Disabilities/Support Needs in Dual-Language Education: A Mixed-Methods Systematic Review

• In Event: Embracing Inclusivity: Centering Bi-/Multilingual Special Education Learners and Research in the Field

Abstract

Dual-language programs have become widely accepted as a favorable educational alternative for multilingual learners, yet students with disabilities remain underrepresented in such programs. The growing population of multilingual learners with disabilities or support needs (MLDSNs) calls for a deeper understanding of current issues around their inclusion in dual-language education. This mixed-methods systematic review synthesizes effects of dual-language education on young MLDSNs and families’ and educators’ experiences with supporting them in dual-language programs. The integration of quantitative and qualitative evidence suggests that dual-language education has the potential to narrow the opportunity gap for young MLDSNs. Efforts are required at multiple levels to expand access to dual-language education in order to harness its full potential in advancing educational equity and inclusion.

Authors

• Yiqing Watkins-Xu, University of Washington

• Evelyn Ayay, University of Washington

• Angel Fettig, University of Washington