Early Childhood Teachers’ Perspectives in Including Multilingual Learners With Disabilities in a Chinese Immersion Program

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Inclusivity in Early Childhood Education: Challenges and Opportunities (Table 12)

Abstract

The growing population of multilingual learners with disabilities (MLWDs) in the US underscores the urgent need to understand the intersection of dual-language learning and special education. This study involved eight early childhood teachers in a Chinese immersion program in the Northeastern US. Guided by inclusive praxis and intersectionality, the study aimed to comprehend their experiences with MLWDs and identify perceived facilitators and barriers. Thematic analysis of qualitative semi-structured interviews revealed that teachers saw their resourcefulness, commitment, and the school’s inclusive culture as key facilitators. However, tensions between intentions to increase access and resource constraints need to be addressed. These varied experiences, involving both successes and challenges, provide valuable insights for stakeholders advocating for high-quality inclusive practices in dual-language contexts.

Authors

• Yiqing Watkins-Xu, University of Washington

• Zhe Gigi An, University of Wisconsin - Madison

• Angel Fettig, University of Washington