Supporting Neurodivergent Multilingual Learners with Academic Writing
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| Title: | Supporting Neurodivergent Multilingual Learners with Academic Writing |
|---|---|
| Language: | English |
| Authors: | Mari McCarville (ORCID |
| Source: | Curriculum Journal. 2026 37(2):554-557. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | High Schools Secondary Education |
| Descriptors: | English Learners, Neurodevelopmental Disorders, Bilingual Students, Multilingualism, Educational Legislation, Equal Education, Federal Legislation, Students with Disabilities, Autism Spectrum Disorders, Individualized Education Programs, Special Education, High School Students, Best Practices, Writing Instruction, International Schools, Boarding Schools, Academic Language, Private Schools |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act |
| DOI: | 10.1002/curj.70023 |
| ISSN: | 0958-5176 1469-3704 |
| Abstract: | Neurodivergent multilingual learners are also referred to as English learners with exceptionalities (Honigsfeld & Cohan, 2024) or dually identified students (Individuals with Disabilities Education Act). These students are acquiring English, so they qualify for English Language Development (ELD) services, which means that they need additional language support beyond general grade- level English classes. Concurrently, these students are neurodivergent, meaning that they may be diagnosed with autism spectrum disorder, dysgraphia, dyslexia, attention- deficit/hyperactivity disorder, a specific learning disability or a combination of these diagnoses. Most neurodivergent students have an Individualised Learning Plan, which means that they qualify for Special Education (SPED) services such as regular learning support from special educators, occupational therapists and/or speech language pathologists. Therefore, students who are identified as both neurodivergent and multilingual--henceforth referred to as neurodivergent multilinguals--should receive both ELD and SPED services. In international high schools, ELD and SPED programmes often function separately, but recent research has argued for more collaboration (Christensen & Mitchell, 2018; Honigsfeld & Cohan, 2024). This article examines a tension between theory and practice in these fields. Specifically, how are the best practices from ELD and SPED reflected in the reality of academic writing instruction at a private, international boarding school? |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503404 |
| Database: | ERIC |
| Abstract: | Neurodivergent multilingual learners are also referred to as English learners with exceptionalities (Honigsfeld & Cohan, 2024) or dually identified students (Individuals with Disabilities Education Act). These students are acquiring English, so they qualify for English Language Development (ELD) services, which means that they need additional language support beyond general grade- level English classes. Concurrently, these students are neurodivergent, meaning that they may be diagnosed with autism spectrum disorder, dysgraphia, dyslexia, attention- deficit/hyperactivity disorder, a specific learning disability or a combination of these diagnoses. Most neurodivergent students have an Individualised Learning Plan, which means that they qualify for Special Education (SPED) services such as regular learning support from special educators, occupational therapists and/or speech language pathologists. Therefore, students who are identified as both neurodivergent and multilingual--henceforth referred to as neurodivergent multilinguals--should receive both ELD and SPED services. In international high schools, ELD and SPED programmes often function separately, but recent research has argued for more collaboration (Christensen & Mitchell, 2018; Honigsfeld & Cohan, 2024). This article examines a tension between theory and practice in these fields. Specifically, how are the best practices from ELD and SPED reflected in the reality of academic writing instruction at a private, international boarding school? |
|---|---|
| ISSN: | 0958-5176 1469-3704 |
| DOI: | 10.1002/curj.70023 |
