Description
Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children's development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.
Timely and much-needed resource for those working with young bilingual children in special educational contexts
About the Author
Dina C. Castro is Professor and Velma E. Schmidt Endowed Chair in Early Childhood Education, University of North Texas. Her scholarship focuses on equity in the early care and education of bilingual children in immigrant, transnational, and indigenous communities. She examines how bilingual development and bilinguals' sociocultural contexts are addressed in early education research, policies, and practices, including accountability systems, and teacher preparation.
Alfredo J. Artiles is Lee L. Jacks Professor of Education at Stanford University and Director of the Stanford Center for Opportunity Policy in Education. His interdisciplinary scholarship examines the dual nature of disability as an object of protection and a tool of stratification. He aims to understand how responses to disability intersections with race, language, gender, and social class advance or hinder educational opportunities for disparate groups of students.
Reviews
This critically important volume is highly overdue! Castro and Artiles have produced a rich body of work on the intersection of special education, bilingual education, and early childhood education. Theoretically and programmatically integrative, this text is essential reading for designing equitable educational approaches that consider emergent bilinguals' unique assets and skills. Readers will appreciate learning about the developmental characteristics of an increasingly diverse population in early intervention and special education as they gain cultural and linguistic efficacy.
* Iliana Alanis, The University of Texas at San Antonio, USA *The authors provide up-to-date information and critical perspectives in an integrative approach which lays the foundation for comprehensive, responsive interventions. Each chapter reflects an asset-based approach which contrasts with the long history of deficit-based views. Highly recommended for those who work with this population, but an important resource for all educators.
* Robert Rueda, University of Southern California, USA *This book would be particularly useful to students studying Early Childhood or teaching qualifications intending to work with children aged 0-8 years old. It would provide them with a detailed knowledge in the field of language, special educational needs and bilingualism to apply to situations that they will inevitably face within their working lives. It would also be useful to academics, teachers and scholars teaching within this area.
Overall, this is an extremely informative text that will help many to give children the attention and encouragement they need.
Book Information
ISBN 9781800411845
Author Dina C. Castro
Format Hardback
Page Count 232
Imprint Multilingual Matters
Publisher Multilingual Matters
Weight(grams) 494g
Dimensions(mm) 234mm * 156mm * 16mm
