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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Cited by (6)
Cited by six other publications
Sorenson Duncan, Tamara, Ann Sutton, Fred Genesee, Xi Chen, Elizabeth Kay-Raining Bird, Stephanie Pagan & Joan Oracheski
2024. Academic achievement in English: Minority home language students in early French immersion. International Journal of Bilingualism
Sutton, Ann, Fred Genesee, Elizabeth Kay-Raining Bird, Xi Chen, Tamara Sorenson Duncan, Stephanie Pagan & Joan Oracheski
2023. The Challenges Facing Irish-Medium Primary and Post-Primary Schools When Implementing a Whole-School Approach to Meeting the Additional Education Needs of Their Students. Education Sciences 13:7 ► pp. 671 ff.
Nic Aindriú, Sinéad
2022. The reasons why parents choose to transfer students with special educational needs from Irish immersion education. Language and Education 36:1 ► pp. 59 ff.
2024. Inclusion in Immersion Education: Identifying and Supporting Students with Additional Educational Needs. Encyclopedia 4:4 ► pp. 1496 ff.
This list is based on CrossRef data as of 19 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.