
Can a child with developmental disabilities (DD) learn a second language?
Over the years, as we have become more generalized, the perception that learning multiple languages can be difficult has increased, and even harder when it comes to a child with a disability. We generally believe that bilingualism is a long way from special education, and it is understandable, given that children with cognitive disorders typically have difficulty learning language. Despite limit research, existing studies have indicated that children with developmental disabilities and bilingually exposed demonstrate similar patterns of bilingual language use when compared with monolingual children with DD. More important, bilingualism does not have a negative impact on language development in children with DD.
Researchers agree that a child with functional diversity may learn another language, and even though their abilities may not differ with children without DD, their achievements will depend on the type of disability, the environment, the individual ability to speak and understand, the form of instruction and learning, and motivation and attitude. Thus, each child must be considered individually. Bilingual language experiences are widely different and individual variability in degree and quality of exposure to a second language can greatly influence a child’s language outcomes.
For some children with developmental disabilities becoming bilingual may be an option, some parents think about the benefits of being bilingual and want to jump start children during the early stages of their language acquisition years. On the other hand, the number of children that have been born in other countries or with parents that lack the commonly used language is growing, “for these children, bilingualism is not optional – it is a fact of life.” Regardless of its characteristics, special education should not turn its back on bilingualism by depriving children with DD of a tool that could facilitate integration into social and work life.
Finally, we must differentiate between language and literacy or the ability to read and write. Literacy is a separate issue. Therefore, choosing in which language to do your learning is not always easy and should be considered according to the set of circumstances surrounding the child: their first language, the language in when they interact best, and their environment. We also want to highlight the need to consider a child’s individual needs and abilities and to ensure that families and educators receive data-driven guidelines, so that each family can make a well-informed decision regarding language, and not with the presumption that children with complex intellectual disabilities are unable to develop their skills in two languages.
References:
E. Kay-Raining Bird et al. (2016)
Rebecca Ward & Eirini Sanoudaki (2020)
Peña ED (2006)