Communication and Language in Multilinguals with Cognitive Disabilities: A Study with Immigrant Mothers and Educators

• In Event: Rethinking Ability and Assessment – From Accommodation to Affirmation

Abstract

This pilot study explores how Spanish-speaking immigrant mothers and educators perceive the communication and language abilities of multilingual children with significant cognitive disabilities. Using the “Tell Us About Your Child” Survey, the study gathered paired responses from twelve mothers and four educators about children’s communication modes, languages used, and AAC supports. Findings highlight key differences: mothers emphasized routine-based, naturalistic communication and bilingual understanding, while educators focused on structured tools and English proficiency. Guided by sociocultural and disability studies frameworks, this study calls for culturally responsive instructional planning that honors family knowledge, broadens definitions of communication, and bridges home-school divides. The results underscore the importance of inclusive practices that support multilingual, multimodal expression in special education.

Authors

• Delis Cuellar, University of Wisconsin - Madison

• Laurene L. Christensen, Wisconsin Center for Education Research