Abstract

The rapid expansion of Dual Language Immersion (DLI) programs, now offered in over 300 Utah schools, necessitates a detailed investigation into how these programs accommodate diverse student populations, particularly those with developmental differences. A comprehensive three-part approach was employed for this evaluation. The first study evaluated DLI enrollment patterns by surveying over 300 Utah parents. Latent Class Analysis (LCA) was used to uncover factors influencing enrollment decisions and characteristics of students participating in DLI programs. This study revealed that developmental ability, socioeconomic need, and parent value toward DLI immersion significantly predicted enrollment; practical recommendations are provided to improve the accessibility and effectiveness of DLI for all students. In the second study, interviews were conducted with 10 parents of autistic students who had participated in DLI programs for at least three years. These interviews were analyzed using Consensual Qualitative Research (CQR) methods. Results underscored the necessity of personalized support, enhanced teacher training, and strong parental advocacy for neurodivergent learners in DLI mainstream enrichment programs. Recommendations are offered to better support more effective, inclusive practices. Insights gained from studies 1 and 2 led to the creation of a developmental measure to identify school-age students with developmental ability who might have been missed in earlier screenings. Latent Profile Analysis (LPA) was employed and classified participants into three distinct groups: high, moderate, and low ability with high accuracy. The measure enhances our understanding of developmental patterns within school-age children and provides data to inform the development of a screener for educators, psychologists, and researchers to support child development. This dissertation investigates inclusive practices and presents practical steps toward enhancing educational equity, ensuring that students with developmental differences are identified and supported appropriately within mainstream educational environments.

Degree

PhD

College and Department

Family, Home, and Social Sciences; Psychology

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2024-04-22

Document Type

Dissertation

Handle

http://hdl.lib.byu.edu/1877/etd13636

Keywords

autism, dual language immersion, second language learning, language enrollment, inclusion, education

Language

english

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