Bilingualism for children with special needs

Resumen

Bilingual education is carried out by means of a language immersion from very early ages. Priority is giving to oral code used the interaction and second language communication. Once educational laws have been deeply analyzed, a gap concerning pupils with special educational needs has been found out the curriculum design. It is important to know if this fact can be an obstacle both for teachers and for students with special educational needs receiving a bilingual education. Attention to diversity is a matter of particular relevance within a model of inclusive school: all the students should have the same learning and socialization opportunities rights. For this reason, by means of educational intervention we will try to learn how students with special educational needs get along in a bilingual lesson and the possible adaptations of the curriculum. The methodology carried out consists of two axes. The first is the theoretical foundation through data search and existing publications on bilingualism. Once consulted these sources and with sufficient information, an intervention was designed. It consists of the development of a didactic unit composed of a series of activities and resources to be developed primary education classroom. After the analysis of documents, articles and conversations with teachers, it can be concluded that there are neither plans nor specific projects for this type of student. There are not any since the acquisition of a second language should not assume discrimination for students with difficulties. Acquiring another language apart from the native one is a process that any child can carry out since the complexity to purchase will be the same as in the native language. Thanks to the intervention it was found that no alternative material was necessary in the activities to carry out the didactic unit with these students.