Research-Based Practices for Emergent Bilinguals with Moderate Intellectual Disability: A Review of Literature

Authors

Christopher J. Rivera, East Carolina UniversityFollow
Joshua Baker, University of Nevada, Las VegasFollow
Mona Nasir-Tucktuck, University of Nevada, Las VegasFollow
Heike Rüdenauer, University of Nevada, Las VegasFollow
Nicole Atwell, University of Nevada, Las VegasFollow

Document Type

Article

Publication Date

5-8-2019

Publication Title

Journal of Latinos and Education

First page number:

1

Last page number:

15

Abstract

Emergent Bilinguals (EB), particularly those of Latino descent, who have a moderate intellectual disability (ID) are arguably one of the most underserved and under researched populations. Although there has been an increase of evidence-based practices for both EBs and students with ID, there are still a limited number of empirical studies of EBs with moderate ID. The purpose of this literature review was to investigate current research-based strategies for teaching academic and/or functional skills to EB students with moderate ID, as well as make suggestions for future research in regards to this special population of students. Implications and findings will be discussed.

Keywords

Intellectual disability; Emergent bilinguals; Special education

Disciplines

Bilingual, Multilingual, and Multicultural Education | Disability and Equity in Education

Language

English

Repository Citation

Rivera, C. J., Baker, J., Nasir-Tucktuck, M., Rüdenauer, H., Atwell, N. (2019). Research-Based Practices for Emergent Bilinguals with Moderate Intellectual Disability: A Review of Literature. Journal of Latinos and Education 1-15.
http://dx.doi.org/10.1080/15348431.2019.1609478