Strategies for Bilingual Language Development of Infants and Toddlers With Disabilities/Developmental Delays

Abstract

Juniper, a sweet 9-month-old infant, was diagnosed with Down syndrome (DS), a genetic disorder caused by the presence of an extra chromosome, at birth. She was automatically eligible for early intervention (EI) services under Part C of the Individuals with Disabilities Education Act (IDEA, 2004), as children with DS typically experience developmental delays (DDs, e.g., language delays), even if those delays show later during their first of life. The hospital connected Juniper's parents, Jisu and Johnathon, with Sarah, a Korean and Englishspeaking EI educator who was certified in early childhood special education, as they specifically requested for an EI educator who was familiar with the Korean language and culture and successfully worked with young bilingual children with disabilities or DDs. The Individualized Family Service Plan (IFSP) team consisted of a bilingual EI educator, a speech-language pathologist (SLP), an occupational therapist (OT), and the family.Jisu and Johnathon expressed their desire to bilingually raise their child to the IFSP team. However, they were concerned that they may cause language confusion for Juniper. The IFSP team, attentive to their concerns and priorities, assured that there is promising evidence that