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Article published In:
Issues and Perspectives on Student Diversity and Content-Based Language Education
Edited by Fred Genesee and Diane J. Tedick
[Journal of Immersion and Content-Based Language Education 9:2] 2021
► pp. 193–222
Refereed articles

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

| Dalhousie University
| McGill University
| University of Ottawa
| University of Toronto
| Ottawa-Carleton District School Board
| Ottawa-Carleton District School Board
| Dalhousie University
| University of Toronto
| Carleton University

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.

Keywords: French immersion, special education needs, language and literacy outcomes, access, participation, bilingualism
Article outline
  • 1.Introduction
    • 1.1Children with special education needs in dual language school programs
    • 1.2The present study
  • 2.Methods and results
    • 2.1EQAO testing
      • 2.1.1Participants
      • 2.1.2Procedures
      • 2.1.3Analyses
      • 2.1.4Results
        • Use of accommodations
        • Meeting provincial standards
    • 2.2Direct testing
      • 2.2.1Participants
      • 2.2.2Procedure
        • Cognitive test
        • Language tests
        • Reading tests
        • Analyses
      • 2.2.3Results
    • 2.3Interviews
      • 2.3.1Participants
      • 2.3.2Procedure
      • 2.3.3Analysis
      • 2.3.4Results
        • Enrollment considerations
        • Withdrawal
        • EFI special education supports for children with SEN
        • Supports parents provided outside of school
  • 3.Discussion
    • 3.1Question 1: Access and participation
    • 3.2Question 2: English language and academic outcomes
    • 3.3Question 3: French language outcomes
    • 3.4Limitations
    • 3.5Conclusions
  • Notes
  • References
Published online: 9 November 2020
DOI logo
https://doi.org/10.1075/jicb.20012.kay
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