Problems and Issues in the Education of Culturally and Linguistically Diverse Preschool Children with Disabilities

Comparison of the Effects of Spanish and English Constant Time Delay Instruction on Sight Word Reading by Hispanic Learners with Mental Retardation

“…In general, research in bilingual and special education indicates the importance of the curriculum, language of instruction, and instructional methodology when designing reading instruction for culturally and linguistically diverse learners with disabilities (Abbot & Peterson, 1975;S. B. Garcia & Malkin, 1993;Rodriguez, 1998). In particular, language of instruction may have a significant influence on the academic performance of culturally and linguistically diverse learners with and without disabilities (Collier, 1992;Cummins, 1984;Duran, 1985Duran, , 1989Duran, , 1992Erickson & Walker, 1983;Krashen, 1981;Ortiz, 1984a).…”

“…These learners come to school with different levels of English language proficiency. For example, some individuals who are delayed in learning their first language may not be ready to simultaneously develop literacy skills in English (Collier, 1992;Cummins, 1984;Krashen, 1981;Rodriguez, 1998). Many students with mental retardation who are monolingual English speakers evidence difficulties in language development that, in turn, may hinder their literacy skills (Heward, 2000;Kirk & Gallagher, 1986).…”

“…Many students with mental retardation who are monolingual English speakers evidence difficulties in language development that, in turn, may hinder their literacy skills (Heward, 2000;Kirk & Gallagher, 1986). However, when culturally and linguistically diverse learners with mental retardation are expected also to learn English as a second language, the problem of adequate skill acquisition is compounded (Duran & Heiry, 1986;Ortiz, 1984aOrtiz, , 1984bRodriguez, 1998).…”