Reflecting on a Daughter's Bilingualism and disAbility Narratively

Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: [email protected]; Web site: http://www.wholeschooling.net

Y

14

Daughters; Children; Bilingualism; Public Schools; Elementary School Students; Attitudes toward Disabilities; Social Attitudes; Social Bias; Personal Narratives; Adoption; Asians; Reflection; Educational Legislation; Federal Legislation; Disabilities; Equal Education; Student Placement; School Culture; Educational Change; Inclusion; Parent Child Relationship; Mothers; English Language Learners; Second Language Learning; Special Education; Gifted; Parent Teacher Conferences

No Child Left Behind Act 2001; Individuals with Disabilities Education Act

1710-2146

This paper explores societal perceptions of a child's disability and bilingualism through the author's observations and reflections. Drawing from the observations of the child in different public schools in the United States, the author shares how the child has been viewed differently and similarly by school personnel. By reflecting on different perceptions of the bilingual child with a disability label, the author promotes least restrictive attitudes toward "all" in schools and society. [Note: Issue number displayed on the PDF (n1) is incorrect. This article was published in v13 n2.]

As Provided

50

2017

EJ1126288