Access and outcomes of children with special education needs in Early French Immersion

References

1. Bruck, M.
   (1978) The suitability of early French immersion programs for the language disabled child. Canadian Journal of Education, 3, 51–72. 10.2307/1494685
   https://doi.org/10.2307/1494685 [Google Scholar]
2. Bruck, M.
   (1982) Language disabled children: Performance in an additive bilingual education program. Applied Psycholinguistics, 3, 45–60. 10.1017/S014271640000415X
   https://doi.org/10.1017/S014271640000415X [Google Scholar]
3. de Valenzuela, J. S., Kay-Raining Bird, E., Parkington, K., Mirenda, P., Cain, K., MacLeod, A. A. N., & Segers, E.
   (2016) Access to opportunities for bilingualism for individuals with developmental disabilities: Key informant interviews. Journal of Communication Disorders, 63, 32–46. 10.1016/j.jcomdis.2016.05.005
   https://doi.org/10.1016/j.jcomdis.2016.05.005 [Google Scholar]
4. Dicks, J., & Genesee, F.
   (2016) Bilingual education in Canada. InO. Garcia & A. Lin (Eds.), Encyclopedia of language and education (Vol. 5: Bilingual and multilingual education), (pp.453–467). Heidelberg, Germany: Springer. doi:  10.1007/978‑3‑319‑02324‑3_32‑1
   https://doi.org/10.1007/978-3-319-02324-3_32-1 [Google Scholar]
5. Dresing, T., Pehl, T., & Schmieder, C.
   (2012) Manual (on) transcription: Transcription conventions, software guidelines & practical hints for qualitative researchers (3rd English ed.). Germany: Marburg. Retrieved fromwww.audiotranskription.de/english/transcription-practicalguide.htm
   [Google Scholar]
6. Dunn, L. M., & Dunn, D. M.
   (2007) Peabody Picture Vocabulary Test, Fourth Edition. Minneapolis, MN: NCS Pearson.
   [Google Scholar]
7. Dunn, L., Therriault-Whelan, C., & Dunn, L.
   (1993) Échelle de vocabulaire en Images-Peabody (ÉVIP). Toronto, ON: Pearson Canada.
   [Google Scholar]
8. Education Quality and Accountability Office
   Education Quality and Accountability Office (2018a) Ottawa Carlton District School Board Report. Assessments of Reading, Writing and Mathematics Primary Division (Grades 1–3) and Junior Division (Grades 4–6), 2017–2018. Retrieved fromhttps://eqaoweb.eqao.com/eqaoweborgprofile/Download.aspx?rptType=PBS&_Mident=66184&YEAR=2018&assessmentType=3&orgType=B&nF=IsjEuDNrlSunsSSLYQzA0tIeqTPfuLK9CI~plus~hoX9mRQg=&displayLanguage=E
   [Google Scholar]
9. Education Quality and Accountability Office
   Education Quality and Accountability Office (2018b) Ontario Student Achievement, English Language Students. EQAO’s Provincial Elementary School Report. Results of the 2017–2018 Assessments of Reading, Writing and Mathematics, Primary Division (Grades 1–3) and Junior Division (Grades 4–6). Retrieved fromhttps://www.eqao.com/en/assessments/results/assessment-docs-elementary/provincial-report-elementary-2018.pdf
   [Google Scholar]
10. Erdos, C., Genesee, F., Savage, R., & Haigh, C.
    (2014) Predicting risk for oral and written language learning difficulties in students educated in a second language. Applied Psycholinguistics, 35, 371–398. 10.1017/S0142716412000422
    https://doi.org/10.1017/S0142716412000422 [Google Scholar]
11. Genesee, F.
    (2007) French immersion and at-risk students: A review of research evidence. The Canadian Modern Language Review, 63(5), 655–688. 10.3138/cmlr.63.5.655
    https://doi.org/10.3138/cmlr.63.5.655 [Google Scholar]
12. Genesee, F.
    (2015) Myths about early childhood bilingualism. Canadian Psychology, 56(1), 6–15. 10.1037/a0038599
    https://doi.org/10.1037/a0038599 [Google Scholar]
13. Genesee, F., & Fortune, T.
    (2014) Bilingual education and at-risk students. Journal of Immersion and Content-Based Language Education, 2(2), 196–209. 10.1075/jicb.2.2.03gen
    https://doi.org/10.1075/jicb.2.2.03gen [Google Scholar]
14. Howard, E. R.
    (2003) Biliteracy development in two-way immersion education programs: A multilevel analysis of the effects of native language and home language use on the development of narrative writing ability in English and Spanish (Unpublished doctoral dissertation). Harvard University, Cambridge, MA.
    [Google Scholar]
15. Jared, D., Cormier, P., Levy, B. A., & Wade-Woolley, L.
    (2011) Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. Journal of Educational Psychology, 103, 119–139. 10.1037/a0021284
    https://doi.org/10.1037/a0021284 [Google Scholar]
16. Kaufman, A., & Kaufman, N.
    (2004) Kaufman Brief Intelligence Test, 2nd edition (K-BIT-2. Bloomington, MN: Pearson, Inc.
    [Google Scholar]
17. Kay-Raining Bird, E., Trudeau, N., & Sutton, A.
    (2016) Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63, 63–78. 10.1016/j.jcomdis.2016.07.005
    https://doi.org/10.1016/j.jcomdis.2016.07.005 [Google Scholar]
18. Kruk, R. S., & Reynolds, K. A.
    (2012) French immersion experience and reading skill development in at-risk readers. Journal of Child Language, 39, 580–610. 10.1017/S0305000911000201
    https://doi.org/10.1017/S0305000911000201 [Google Scholar]
19. Lindholm-Leary, K. J.
    (2001) Dual language education. Clevedon, England: Multilingual Matters. 10.21832/9781853595332
    https://doi.org/10.21832/9781853595332 [Google Scholar]
20. Lindholm-Leary, K. J.
    (2005) Understanding outcomes of diverse students in two-way bilingual immersion. Paper presented at the13th Annual National Two-Way Bilingual Summer Conference, Monterey, California.
    [Google Scholar]
21. Lindholm-Leary, K. J., & Howard, E.
    (2008) Language and academic achievement in two-way immersion programs. InT. W. Fortune & D. J. Tedick (Eds.), Pathways to bilingualism: Evolving perspectives on immersion education (pp.177–200). Clevedon, England: Multilingual Matters. 10.21832/9781847690371‑012
    https://doi.org/10.21832/9781847690371-012 [Google Scholar]
22. Lindholm-Leary, K. J., & Genesee, F.
    (2014) Student outcomes in one-way, two-way, and indigenous language immersion education. Journal of Immersion and Content-Based Language Education, 2, 165–180. 10.1075/jicb.2.2.01lin
    https://doi.org/10.1075/jicb.2.2.01lin [Google Scholar]
23. Lyons, E. & Coyle, A.
    (Eds.) (2016) Analyzing qualitative data in psychology (2nd ed.). Washington, DC: Sage Publishing.
    [Google Scholar]
24. Mady, C.
    (2018) Teacher adaptations to support students with special education needs in French Immersion: An observational study. Journal of Immersion and Content-Based Language Education, 6(2), 244–268. 10.1075/jicb.17011.mad
    https://doi.org/10.1075/jicb.17011.mad [Google Scholar]
25. Mady, C., & Arnett, K.
    (2009) Inclusion in French immersion in Canada: One parent’s perspective. Exceptionality International Education, 19(2), 37–49. 10.5206/eei.v19i2.7642
    https://doi.org/10.5206/eei.v19i2.7642 [Google Scholar]
26. Mady, C., & Muhling, S.
    (2017) Instructional supports for students with special education needs in French as a second language education: A review of Canadian empirical literature. Journal of Education and Learning, 6, 14–22. 10.5539/jel.v6n3p14
    https://doi.org/10.5539/jel.v6n3p14 [Google Scholar]
27. Myers, A.
    (2009) Achievement of children identified with special needs in two-way Spanish immersion programs (Unpublished doctoral dissertation). George Washington University, Washington, DC.
    [Google Scholar]
28. National Academies of Sciences, Engineering, and Medicine
    National Academies of Sciences, Engineering, and Medicine (2017) Promoting the educational success of children and youth learning English: Promising futures. Washington, DC: The National Academies Press. doi:  10.17226/24677
    https://doi.org/10.17226/24677 [Google Scholar]
29. National Reading Panel
    National Reading Panel (2000) Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.
    [Google Scholar]
30. Ontario Ministry of Education
    Ontario Ministry of Education (2013) The Ontario curriculum. French as a second language. Retrieved fromwww.edu.gov.on.ca/eng/curriculum/elementary/fsl18-2013curr.pdf
    [Google Scholar]
31. Ontario Ministry of Education
    Ontario Ministry of Education (2017) Special education in Ontario. Kindergarten to Grade 12. Retrieved fromwww.edu.gov.on.ca/eng/document/policy/os/2017/SpecEdFinal2018.pdf
    [Google Scholar]
32. Paradis, J.
    (2011) Alberta Language Environment Questionnaire – 4. Retrieved fromwww.linguistics.ualberta.ca/CHESL_Centre/Questionnaires.aspx
    [Google Scholar]
33. Secord, W., Wiig, E., Boulianne, L., Semel, E. & Labelle, M.
    (2009) Concepts et Exécution de Directives subtest of the Évaluation clinique des notions langagières fondamentales – Version pour Francophones du Canada (CELF CDN-F). Toronto, ON: Pearson Canada.
    [Google Scholar]
34. Selvachandran, J., Kay-Raining Bird, E., DeSousa, J., & Chen, X.
    (2020) Special education needs in French immersion: A parental perspective of supports and challenges. International Journal of Bilingual Education and Bilingualism, doi:  10.1080/13670050.2020.1742650
    https://doi.org/10.1080/13670050.2020.1742650 [Google Scholar]
35. Sinay, E.
    (2010) Programs of choice in the TDSB: Characteristics of students in French immersion, alternative schools, and other specialized schools and programs. Toronto District School Board. Retrieved fromhttps://www.tdsb.on.ca/Portals/0/community/community%20advisory%20committees/fslac/support%20staff/programsofchoicestudentcharacteristics.pdf
    [Google Scholar]
36. Thomas, W. P., & Collier, K.
    (2012) Dual language education for a transformed world. Albuquerque, NM: Dual Language Education of New Mexico and Fuente Press.
    [Google Scholar]
37. Torgesen, J., Wagner, R., & Rashotte, C.
    (2012) Test of Word Reading Efficiency, Second Edition (TOWRE-2). Austin, TX: Pro-Ed.
    [Google Scholar]
38. Weschler, D.
    (2005) Test de rendement individual de Wechsler, Deuxieme edition. Version francophone du Canada (WIAT-2CDN-FR). Toronto, ON: Pearson Canada.
    [Google Scholar]
39. Wiig, E., Semel, E., & Secord, W.
    (2013) Clinical Evaluation of Language Fundamentals–Fifth Edition (CELF-5). Bloomington, MN: NCS Pearson.
    [Google Scholar]
40. Willms, J. D.
    (2008) The case for universal French instruction. Policy Options, 29, 91–96.
    [Google Scholar]
41. Wise, N.
    (2011) Access to special education for exceptional students in French immersion programs: An equity issue. The Canadian Journal of Applied Linguistics, 14(1), 177–193.
    [Google Scholar]
42. Wise, N., & Chen, X.
    (2010) At-risk readers in French immersion: Early identification and early intervention. Canadian Journal of Applied Linguistics, 13(2), 128–149.
    [Google Scholar]
43. Wise, N., D’Angelo, N., & Chen, X.
    (2016) A school-based phonological awareness intervention for struggling readers in early French immersion. Reading and Writing, 29, 183–205. 10.1007/s11145‑015‑9585‑9
    https://doi.org/10.1007/s11145-015-9585-9 [Google Scholar]
44. Woodcock, R.
    (2011) Woodcock Reading Mastery Tests – III (WRMT-III). Toronto, ON: Pearson Canada.
    [Google Scholar]