Vol. XX, No. X, Month 2016 YOUNG EXCEPTIONAL CHILDREN V era is a preschool teacher in an inclusive early childhood program. At the beginning of fall, a new child, Carlos, joined her classroom. Carlos is a cheerful 4-year-old boy who likes toys and stories. He was diagnosed with a developmental delay in communication skills when he was 3 years old. His family came to the United States from Mexico 3 years ago. His mother, who is his primary caretaker, speaks Spanish and has limited English abilities. Carlos' father speaks fluent Spanish and English; he sometimes tries to speak English with Carlos. However, Carlos understands Spanish better than English, and he speaks Spanish at home most of the time. Extended family members sometimes help care for Carlos, and they typically speak Spanish with him as well. Carlos rarely speaks English in his preschool classroom. Occasionally, he expresses his needs and wants in simple Spanish words or phrases. He often plays with a Spanish-speaking child, but has few interactions with other peers. During the parent-teacher conference at the beginning of fall, Carlos' parents expressed their concern about his English and Spanish language skills. They told Vera and the assistant teacher Gillian that they want Carlos to learn more English and Spanish 649223Y ECXXX10.1177/1096250616649223Bilingual Vocabulary Development for DLLs With DisabilitiesGuan and Cheatham research-article2016

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