Abstract
In this chapter, I will address two kinds of exceptionality: (1) cognitive, perceptual, neurological, sensorial, or behavioral disabilities and (2) normal difficulties that result from lack of prior schooling. For both types of exceptionalities, the focus will be on school age learners from minority backgrounds who are typically forced to learn the language of the majority. Much of the literature on second language learners with special needs has focused on assessment, instructional strategies and programmatic designs. One of the most pressing issues facing educators in several countries with large numbers of minorities, immigrants and refugees is the likelihood of students who are simply having difficulties in the second language being misidentified as having a disability. For this reason, it is important to include a discussion about this large group of students who do not necessarily have disabilities but are likely to be identified as having disabilities as they progress through school (Baca & Almanza, 1991; Naicker, 1995).
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Hamayan, E.V. (1997). Teaching Exceptional Second Language Learners. In: Tucker, G.R., Corson, D. (eds) Encyclopedia of Language and Education. Encyclopedia of Language and Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4419-3_9
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DOI: https://doi.org/10.1007/978-94-011-4419-3_9
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