Skip to main content
SpringerLink
Log in

Multilingual Children with Special Needs in Early Education

  • Living reference work entry
  • First Online:
Handbook of Early Language Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Today, more than half of the world’s children are raised multilingual, which poses diagnostic and interventional dilemmas to providers for children with special needs. This chapter discusses issues related to multilingual language assessment and intervention in early education. According to the best practice guidelines of professional bodies, multilingual children with special needs should be diagnosed and receive intervention in all languages the child speaks. Importantly, empirical research consistently demonstrates that multilingualism is not a burden for children with special needs. There is no empirical evidence that children with developmental disorders cannot become multilingual. Multilingual children with developmental disorders can acquire two languages, following their own trajectory of language development. This chapter gives the reader a complete picture of potential ways to implement these approaches in early education for multilingual children with special needs. The chapter ends with suggestions for future directions for research and education, focusing on the relationship between the child’s educational needs, the family’s needs, and the languages that are part of his/her life.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Abutbul-Oz, H., Armon-Lotem, S., & Walters, J. (2012). Bilingual Parents Questionnaire (BIPAQ). Ramat Gan: Bar-Ilan University.

    Google Scholar 

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). American Psychiatric Pub.

    Google Scholar 

  • American Speech-Language-Hearing Association (ASHA). (2004). Knowledge and Skills Needed by Speech Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services. No. KS2004–00215, Rockville, American Speech–Language–Hearing Association.

    Google Scholar 

  • Anderson, R. (2012). First language loss in Spanish-speaking children. Patterns of loss and implications for clinical purposes. In B. A. Goldstein (Ed.), Bilingual language development and disorders in spanish–english speakers (2nd ed., pp. 193–213). Baltimore: Paul H. Brookes.

    Google Scholar 

  • Ari-Am, H., & Gumpel, T. P. (2014). Special education today in Israel. In Special education international perspectives: Practices across the globe (pp. 473–504). Bingley: Emerald Group Publishing Limited.

    Chapter  Google Scholar 

  • Armon-Lotem, S. (2010). Instructive bilingualism: Can bilingual children with specific language impairment rely on one language in learning a second one? Applied PsychoLinguistics, 31(2), 253–260.

    Article  Google Scholar 

  • Armon-Lotem, S., & Meir, N. (2016). Diagnostic accuracy of repetition tasks for the identification of specific language impairment (SLI) in bilingual children: Evidence from Russian and Hebrew. International Journal of Language & Communication Disorders, 51(6), 715–731.

    Article  Google Scholar 

  • Armon-Lotem, S., & Meir, N. (2019). The nature of exposure and input in early bilingualism. In A. De Houwer & L. Ortega (Eds.), The Cambridge handbook of bilingualism (pp. 193–212). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Armon-Lotem, S., de Jong, J., & Meir, N. (2015). Assessing multilingual children: Disentangling bilingualism from language impairment. Bristol: Multilingual Matters.

    Book  Google Scholar 

  • Armon-Lotem, S., Rose, K., & Altman, C. (2020). The development of English as a heritage language: The role of chronological age and age of onset of bilingualism. First Language, 0142723720929810.

    Google Scholar 

  • Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”. Cognition, 21(1), 37–46.

    Article  Google Scholar 

  • Barrera, I. (1993). Effective and appropriate instruction for all children: The challenge of cultural/linguistic diversity and young children with special needs. Topics in Early Childhood Special Education, 13(4), 461–487.

    Article  Google Scholar 

  • Bird, E. K. R., Cleave, P., Trudeau, N., Thordardottir, E., Sutton, A., & Thorpe, A. (2005). The language abilities of bilingual children with down syndrome. American Journal of Speech-Language Pathology, 14(3), 187–199.

    Article  Google Scholar 

  • Bird, E. K. R., Genesee, F., & Verhoeven, L. (2016). Bilingualism in children with developmental disorders: A narrative review. Journal of Communication Disorders, 63(1), 1–14.

    Article  Google Scholar 

  • Bishop, D. V., Snowling, M. J., Thompson, P. A., & Greenhalgh, T. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLoS One, 11(7), e0158753.

    Article  Google Scholar 

  • Blom, E., Paradis, J., & Duncan, T. S. (2012). Effects of input properties, vocabulary size, and L1 on the development of third person singular–s in child L2 English. Language Learning, 62(3), 965–994.

    Google Scholar 

  • Blom, E., & Boerma, T. (2017). Effects of language impairment and bilingualism across domains. Linguistic Approaches to Bilingualism, 7(3), 277–300.

    Article  Google Scholar 

  • Boons, T., De Raeve, L., Langereis, M., Peeraer, L., Wouters, J., & Van Wieringen, A. (2013). Expressive vocabulary, morphology, syntax and narrative skills in profoundly deaf children after early cochlear implantation. Research in Developmental Disabilities, 34(6), 2008–2022.

    Article  Google Scholar 

  • Bunta, F., Douglas, M., Dickson, H., Cantu, A., Wickesberg, J., & Gifford, R. H. (2016). Dual language versus English-only support for bilingual children with hearing loss who use cochlear implants and hearing aids. International Journal of Language & Communication Disorders, 51(4), 460–472.

    Article  Google Scholar 

  • Chondrogianni, V., & Marinis, T. (2011). Differential effects of internal and external factors on the development of vocabulary, tense morphology and morpho-syntax in successive bilingual children. Linguistic Approaches to Bilingualism, 1(3), 318–345.

    Article  Google Scholar 

  • Chung, S. C., Chen, X., & Geva, E. (2019). Deconstructing and reconstructing cross-language transfer in bilingual reading development: An interactive framework. Journal of Neurolinguistics, 50, 149–161.

    Article  Google Scholar 

  • Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251.

    Article  Google Scholar 

  • Davidson, K., Lillo-Martin, D., & Chen Pichler, D. (2014). Spoken English language development among native signing children with cochlear implants. The Journal of Deaf Studies and Deaf Education, 19(2), 238–250.

    Article  Google Scholar 

  • De Houwer, A. (1999). Environmental factors in early bilingual development: The role of parental beliefs and attitudes. In G. Extra & L. Verhoeven (Eds.), Bilingualism and migration (pp. 75–96). Berlin: Mouton de Grueter.

    Google Scholar 

  • de Valenzuela, J. S., Bird, E. K. R., Parkington, K., Mirenda, P., Cain, K., MacLeod, A. A., & Segers, E. (2016). Access to opportunities for bilingualism for individuals with developmental disabilities: Key informant interviews. Journal of Communication Disorders, 63, 32–46.

    Article  Google Scholar 

  • Degani, T., Kreiser, V., & Novogrodsky, R. (2019). The joint effects of bilingualism, DLD and item frequency on children’s lexical-retrieval performance. International Journal of Language & Communication Disorders, 54(3), 485–498.

    Article  Google Scholar 

  • Dromi, E., Rum, Y., & Florian Goldberg, J. (2018). Communication, language, and speech in young children with autism spectrum disorder (ASD). In A. Bar-On & R. Dorit (Eds.), Handbook of communication disorders: Theoretical, empirical, and applied linguistic perspectives (pp. 811–828). Berlin: Mouton de Grueter.

    Google Scholar 

  • Drysdale, H., van der Meer, L., & Kagohara, D. (2015). Children with autism spectrum disorder from bilingual families: A systematic review. Review Journal of Autism and Developmental Disorders, 2(1), 26–38.

    Article  Google Scholar 

  • Durán, L. K., Hartzheim, D., Lund, E. M., Simonsmeier, V., & Kohlmeier, T. L. (2016). Bilingual and home language interventions with young dual language learners: A research synthesis. Language, Speech, and Hearing Services in Schools, 47(4), 347–371.

    Article  Google Scholar 

  • Engel de Abreu, P. M., Abreu, N., Nikaedo, C. C., Puglisi, M. L., Tourinho, C. J., Miranda, M. C., ... & Martin, R. (2014). Executive functioning and reading achievement in school: A study of Brazilian children assessed by their teachers as “poor readers”. Frontiers in Psychology, 5, 550.

    Google Scholar 

  • Fillmore, L. W. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6(3), 323–346.

    Article  Google Scholar 

  • Friedmann, N., Novogrodsky, R., Szterman, R., & Preminger, O. (2008). Resumptive pronouns as last resort when movement is impaired: Relative clauses in hearing impairment. In S. Armon-Lotem, G. Danon, & S. D. Rothstein (Eds.), Current issues in generative Hebrew linguistics (pp. 267–290). Amsterdam: John Benjamins Publishing Company.

    Chapter  Google Scholar 

  • Gagarina, N., Klop, D., Tsimpli, I. M., & Walters, J. (2016). Narrative abilities in bilingual children. Applied PsychoLinguistics, 37(1), 11–17.

    Article  Google Scholar 

  • Gonzalez-Barrero, A. M., & Nadig, A. (2017). Verbal fluency in bilingual children with autism Spectrum disorders. Linguistic Approaches to Bilingualism, 7(3–4), 460–475.

    Article  Google Scholar 

  • Grosjean, F. (2010). Bilingual: Life and reality. Cambridge: Harvard University Press.

    Book  Google Scholar 

  • Gutiérrez-Clellen, V. F., & Kreiter, J. (2003). Understanding child bilingual acquisition using parent and teacher reports. Applied PsychoLinguistics, 24(2), 267–288.

    Article  Google Scholar 

  • Gutiérrez-Clellen, V. F., Simon-Cereijido, G., & Wagner, C. (2008). Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied PsychoLinguistics, 29(1), 3–19.

    Article  Google Scholar 

  • Haman, E., Łuniewska, M., & Pomiechowska, B. (2015). Designing cross-linguistic lexical tasks (CLTs) for bilingual preschool children. In S. Armon-Lotem & M. de Jong (Eds.), Assessing multilingual children: Disentangling bilingualism from language impairment (pp. 196–240). Bristol: Multilingual Matters.

    Chapter  Google Scholar 

  • Hasson, N., & Joffe, V. (2007). The case for dynamic assessment in speech and language therapy. Child Language Teaching and Therapy, 23(1), 9–25.

    Article  Google Scholar 

  • Henner, J., Novogrodsky, R., Reis, J., & Hoffmeister, R. (2018). Recent issues in the use of signed language assessments for diagnosis of language related disabilities in signing deaf and hard of hearing children. Journal of Deaf Studies and Deaf Education., 23(4), 307–316.

    Article  Google Scholar 

  • Holm, A., Dodd, B., & Ozanne, A. (1997). Efficacy of intervention for a bilingual child making articulation and phonological errors. International Journal of Bilingualism, 1(1), 55–69.

    Article  Google Scholar 

  • Howard, K., Gibson, J., & Katsos, N. (2020). Parental perceptions and decisions regarding maintaining bilingualism in autism. Journal of autism and developmental disorders. https://doi.org/10.1007/s10803-020-04528-x

  • International Association of Logopedics and Phoniatrics (IALP). (2011). Recommendations for Working with Bilingual Children (retrieved from: http://www.linguistics.ualberta.ca/en/CHESL_Centre/_/media/linguistics/Media/CHESL/Documents/WorkingWithBilingualChildren-May2011.pdf).

  • Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of south Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34(2), 185–200.

    Article  Google Scholar 

  • Jordaan, H. (2008). Clinical intervention for bilingual children: An international survey. Folia Phoniatrica et Logopaedica, 60(2), 97–105.

    Article  Google Scholar 

  • Kambanaros, M., Michaelides, M., & Grohmann, K. K. (2017). Cross-linguistic transfer effects after phonologically based cognate therapy in a case of multilingual specific language impairment (SLI). International Journal of Language & Communication Disorders, 52(3), 270–284.

    Article  Google Scholar 

  • Katzenberger, I., & Jabara, R. (2017). Translation and cross-culture adaptation of Hebrew language assessment to Palestinian Arabic.

    Google Scholar 

  • Kauffman, J. M., & Badar, J. (2014). Instruction, not inclusion, should be the central issue in special education: An alternative view from the USA. Journal of International Special Needs Education, 17(1), 13–20.

    Google Scholar 

  • Kleeck, A. V. (1994). Potential cultural bias in training parents as conversational partners with their children who have delays in language development. American Journal of Speech-Language Pathology, 3(1), 67–78.

    Article  Google Scholar 

  • Kohnert, K. (2007). Evidence-based practice and treatment of speech sound disorders in bilingual children. Perspectives on Language Learning and Education, 14(2), 18–21.

    Article  Google Scholar 

  • Kohnert, K. (2010). Bilingual children with primary language impairment: Issues, evidence and implications for clinical actions. Journal of Communication Disorders, 43(6), 456–473.

    Article  Google Scholar 

  • Kohnert, K., Yim, D., Nett, K., Kan, P. F., & Duran, L. (2005). Intervention with linguistically diverse preschool children. Language, Speech, and Hearing Services in Schools, 36(3), 251–263.

    Google Scholar 

  • Kreiser, V., & Novogrodsky, R. (2019). Specific language aspects of intervention of a bilingual child with DLD: A case study report. DASH BRESHET: The Israeli Journal of Language, Speech and Hearing Disorders, 38, 93–116 (in Hebrew).

    Google Scholar 

  • Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th international symposium on bilingualism (pp. 1225–1234). Somerville: Cascadilla Press.

    Google Scholar 

  • Lang, R., Rispoli, M., Sigafoos, J., Lancioni, G., Andrews, A., & Ortega, L. (2011). Effects of language of instruction on response accuracy and challenging behavior in a child with autism. Journal of Behavioral Education, 20(4), 252–259.

    Article  Google Scholar 

  • Law, J., McKean, C., Murphy, C. A., & Thordardottir, E. (Eds.). (2019). Managing children with developmental language disorder: Theory and practice across Europe and beyond. Routledge.

    Google Scholar 

  • Leonard, L. B. (2014). Children with specific language impairment. Cambridge: MIT Press.

    Book  Google Scholar 

  • Lim, N., & Charlop, M. H. (2018). Effects of English versus heritage language on play in bilingually exposed children with autism spectrum disorder. Behavioral Interventions, 33(4), 339–351.

    Article  Google Scholar 

  • Maaluf Katzenberger, I., & Meilijson, S. (2014). Hebrew language assessment measure for preschool children: A comparison between typically developing children and children with specific language impairment. Language Testing, 31(1), 19–38.

    Google Scholar 

  • Marinova-Todd, S. H., Colozzo, P., Mirenda, P., Stahl, H., Bird, E. K. R., Parkington, K., et al. (2016). Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study. Journal of Communication Disorders, 63, 47–62.

    Article  Google Scholar 

  • Meir, N. (2017). Effects of specific language impairment (SLI) and bilingualism on verbal short-term memory. Linguistic Approaches to Bilingualism, 7(3–4), 301–330.

    Article  Google Scholar 

  • Meir, N. (2018). Morpho-syntactic abilities of unbalanced bilingual children: A closer look at the weaker language. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.01318.

  • Meir, N., & Novogrodsky, R. (2019a). Syntactic abilities and verbal memory in monolingual and bilingual children with high functioning autism (HFA). First Language, 40, 341–366.

    Article  Google Scholar 

  • Meir, N., & Novogrodsky, R. (2019b). Prerequisites of third-person pronoun use in monolingual and bilingual children with autism and typical language development. Frontiers in Psychology, 10, 2289.

    Article  Google Scholar 

  • Meir, N., Walters, J., & Armon-Lotem, S. (2016). Disentangling SLI and bilingualism using sentence repetition tasks: The impact of L1 and L2 properties. International Journal of Bilingualism, 20(4), 421–452.

    Article  Google Scholar 

  • Meir, N., Walters, J., & Armon-Lotem, S. (2017). Bi-directional cross-linguistic influence in bilingual Russian-Hebrew speaking children. Linguistic Approaches to Bilingualism, 7(5), 514–553.

    Article  Google Scholar 

  • Novogrodsky, R. (2015). Specific language impairment (SLI) is not specific enough: Sub-types of SLI and their implications for the theory of the disorder. In S. Stavrakaki (Ed.), Language acquisition and language disorders (pp. 113–124). Amsterdam: John Benjamins.

    Google Scholar 

  • Novogrodsky, R., & Edelson, L. R. (2016). Ambiguous pronoun use in narratives of children with Autism Spectrum Disorders. Child Language Teaching and Therapy, 32(2), 241–252.

    Google Scholar 

  • Novogrodsky, R., & Kreiser, V. (2019). Children with developmental language disorders (DLD) in Israel – assessment and intervention. In C. Law, C. Murphy, E. P. McKean, & E. Thordardottir (Eds.), The Theory and Practice of Managing the Child with Language Impairment- Across Europe and Beyond. Abingdon-on-Thames: Routledge Publication.

    Google Scholar 

  • Novogrodsky, R., & Maalouf-Zraik, N. (accepted for publication). Language learning in naturalistic versus structured settings – comparing the narratives of children with hearing-impairment in Colloquial-Arabic and Standard-Arabic.

    Google Scholar 

  • Novogrodsky, R., Caldwell-Harris, C., Fish, S., & Hoffmeister, R. J. (2014). The development of antonym knowledge in American sign language (ASL) and its relationship to reading comprehension in English. Language Learning, 64(4), 749–770.

    Article  Google Scholar 

  • Novogrodsky, R., Meir, N., & Michael, R. (2018). Morphosyntactic abilities of toddlers with hearing impairment and normal hearing: Evidence from a sentence-repetition task. International Journal of Language & Communication Disorders, 53(4), 811–824.

    Article  Google Scholar 

  • Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Orgassa, A., & Weerman, F. (2008). Dutch gender in specific language impairment and second language acquisition. Second Language Research, 24(3), 333–364.

    Article  Google Scholar 

  • Paradis, J. (2010). The interface between bilingual development and specific language impairment. Applied PsychoLinguistics, 31(2), 227–252.

    Article  Google Scholar 

  • Paradis, J. (2011). Individual differences in child English second language acquisition: Comparing child-internal and child-external factors. Linguistic Approaches to Bilingualism, 1(3), 213–237.

    Article  Google Scholar 

  • Paradis, J., & Genesee, F. (1996). Syntactic acquisition in bilingual children: Autonomous or interdependent? Studies in Second Language Acquisition, 18(1), 1–25.

    Article  Google Scholar 

  • Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI: How do they compare with their monolingual peers? Journal of Speech, Language, and Hearing Research, 46(1), 113–127.

    Article  Google Scholar 

  • Paradis, J., Emmerzael, K., & Duncan, T. S. (2010). Assessment of English language learners: Using parent report on first language development. Journal of Communication Disorders, 43(6), 474–497.

    Article  Google Scholar 

  • Paradis, J., Jia, R., & Arppe, A. (2017). The acquisition of tense morphology over time by English second language children with specific language impairment: Testing the cumulative effects hypothesis. Applied PsychoLinguistics, 38(4), 881–908.

    Article  Google Scholar 

  • Paradis, J., Govindarajan, K., & Hernandez, K. (2018). Bilingual development in children with autism Spectrum disorder from newcomer families. https://doi.org/10.7939/R31V5BT9X.

  • Peña, E. D., Gutiérrez-Clellen, V. F., Iglesias, A., Goldstein, B. A., & Bedore, L. M. (2018). Bilingual English Spanish assessment (BESA). Baltimore: Brookes.

    Google Scholar 

  • Perovic, A., & Lochet, S. (2015). Grammatical morphology in bilingual Williams syndrome: A single case study. A poster presented at bi-SLI 2015 conference, François-Rabelais University, Tours (France).

    Google Scholar 

  • Pesco, D., MacLeod, A. A., Bird, E. K. R., Cleave, P., Trudeau, N., de Valenzuela, J. S., et al. (2016). A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual. Journal of Communication Disorders, 63, 15–31.

    Article  Google Scholar 

  • Petersen, D. B., & Spencer, T. D. (2016). Using narrative intervention to accelerate canonical story grammar and complex language growth in culturally diverse preschoolers. Topics in Language Disorders, 36(1), 6–19.

    Article  Google Scholar 

  • Pickl, G. (2011). Communication intervention in children with severe disabilities and multilingual backgrounds: Perceptions of pedagogues and parents. Augmentative and Alternative Communication, 27(4), 229–244.

    Article  Google Scholar 

  • Restrepo, M. A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41(6), 1398–1411.

    Article  Google Scholar 

  • Restrepo, M. A., Morgan, G. P., & Thompson, M. S. (2013). The efficacy of a vocabulary intervention for dual-language learners with language impairment. Journal of Speech, Language, and Hearing Research, 56(2), 748–765.

    Article  Google Scholar 

  • Roeper, T. (2012). Minimalism and bilingualism: How and why bilingualism could benefit children with SLI. Bilingualism: Language and Cognition, 15(1), 88–101.

    Article  Google Scholar 

  • Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. (2018). Beyond the 30-million-word gap: Children’s conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700–710.

    Article  Google Scholar 

  • Schwartz, B. D., & Sprouse, R. (1994). Word order and nominative case in nonnative language acquisition: A longitudinal study of (L1 Turkish) German interlanguage. Language Acquisition Studies in Generative Grammar, 31(4), 71–89.

    Google Scholar 

  • Schwartz, B. D., & Sprouse, R. A. (1996). L2 cognitive states and the full transfer/full access model. Second Language Research, 12(1), 40–72.

    Article  Google Scholar 

  • Schwartz, M., & Yagmur, K. (2018). Early language development and education: Teachers, parents and children as agents. Language, Culture and Curriculum, 31(3), 215–219.

    Article  Google Scholar 

  • Seung, H., Siddiqi, S., & Elder, J. H. (2006). Intervention outcomes of a bilingual child with autism. Journal of Medical Speech-Language Pathology, 14(1), 53–64.

    Google Scholar 

  • Summers, C., Smith, V., Mueller, V., Alexander, V., & Muzza, A. (2017). Language of intervention in bilingual children with autism Spectrum disorders. Perspectives of the ASHA Special Interest Groups, 2(1), 203–211.

    Article  Google Scholar 

  • Thordardottir, E. (2015). Proposed diagnostic procedures for use in bilingual and cross-linguistic contexts. In S. Armon-Lotem, J. de Jong, & N. Meir (Eds.), Assessing multilingual children: Disentangling bilingualism from language impairment (pp. 331–358). Bristol: Multilingual Matters.

    Chapter  Google Scholar 

  • Thordardottir, E. T., & Topbaş, S. (2019). The social and cultural context of intervention for children with developmental language disorder. In C. Law, C. Murphy, E. P. McKean, & E. Thordardottir (Eds.), The theory and practice of managing the child with language impairment-across Europe and beyond. Abingdon-on-Thames: Routledge Publication.

    Google Scholar 

  • Thordardottir, E. T., Weismer, S. E., & Smith, M. E. (1997). Vocabulary learning in bilingual and monolingual clinical intervention. Child Language Teaching and Therapy, 13(3), 215–227.

    Article  Google Scholar 

  • Thordardottir, E., Cloutier, G., Ménard, S., Pelland-Blais, E., & Rvachew, S. (2015). Monolingual or bilingual intervention for primary language impairment? A randomized control trial. Journal of Speech, Language, and Hearing Research, 58(2), 287–300.

    Article  Google Scholar 

  • Tsimpli, I. M., Peristeri, E., & Andreou, M. (2017). Object clitic production in monolingual and bilingual children with specific language impairment: A comparison between elicited production and narratives. Linguistic Approaches to Bilingualism, 7(3–4), 394–430.

    Article  Google Scholar 

  • Tuller, L. (2015). Clinical use of parental questionnaires in multilingual contexts. In S. Armon-Lotem, J. de Jong, & N. Meir (Eds.), Assessing multilingual children: Disentangling bilingualism from language impairment (pp. 301–330). Bristol: Multilingual Matters.

    Chapter  Google Scholar 

  • van Kleeck, A. (1994). Potential cultural bias in training parents as conversational partners with their children who have delays in language development. American Journal of Speech-Language Pathology, 3(1), 67–78.

    Article  Google Scholar 

  • Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

    Book  Google Scholar 

  • Welterlin, A., & LaRue, R. H. (2007). Serving the needs of immigrant families of children with autism. Disability & Society, 22(7), 747–760.

    Article  Google Scholar 

  • Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22(1), 10–24.

    Article  Google Scholar 

  • Zdorenko, T., & Paradis, J. (2008). The acquisition of articles in child second language English: Fluctuation, transfer or both?. Second Language Research, 24(2), 227–250.

    Google Scholar 

  • Zimmerman, I., Steiner, V., & Pond, R. (2002). Preschool language scale (1st ed.). San Antonio: The Psychological Corporation.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Communication Sciences and Disorders, University of Haifa, Haifa, Israel

    Rama Novogrodsky

  2. Department of English Literature and Linguistics, The Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan, Israel

    Natalia Meir

Authors
  1. Rama Novogrodsky
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Natalia Meir
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Rama Novogrodsky .

Editor information

Editors and Affiliations

  1. Language Department, Oranim Academic College of Education, Kiriat Tivon, Israel

    Mila Schwartz

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Novogrodsky, R., Meir, N. (2020). Multilingual Children with Special Needs in Early Education. In: Schwartz, M. (eds) Handbook of Early Language Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-47073-9_18-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-47073-9_18-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-47073-9

  • Online ISBN: 978-3-030-47073-9

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation