Inclusion of Young Multilingual Learners with or at Risk for Disabilities in Dual-Language Education: A Mixed-Methods Systematic Review

Abstract

Research Findings: Dual-language programs are recognized as a favorable educational option for multilingual learners, yet students with disabilities remain underrepresented in them. As the population of multilingual learners with or at risk for disabilities (MLWARDs) grows, a deeper understanding of their inclusion in dual-language education is urgently needed. This mixed-methods systematic review synthesizes evidence from 24 studies, including 16 on program or intervention effects and eight on caregivers’ and educators’ experiences supporting MLWARDs in dual-language education. The integration of quantitative and qualitative evidence shows that dual-language education can narrow the opportunity gap for MLWARDs. However, systemic and local barriers must be addressed to maximize its role in advancing educational equity and inclusion. Practice or Policy: Placement decisions for young MLWARDs should be guided by comprehensive evaluations of dual-language education’s benefits. Educators must be equipped to provide evidence-based guidance and support for students to enroll, remain, and thrive in dual-language programs. Interdisciplinary collaboration is essential to refine teacher preparation and professional development to address this population’s needs. Policy redress of legal rights and remedies for MLWARDs could enhance legal protections and practical support, such as explicit procedural safeguard notice requirements under the Individuals with Disabilities Education Act.