Abstract
This research examines how bilingual education affects the cognitive executive skills of kids in special education. The research investigates the correlation between bilingual proficiency and EFs, taking into account the moderating influence of demographic factors such as age, gender, and socioeconomic position (SES). The sample consisted of 120 kids who were part of special education programs. The study included evaluations of their multilingual competence and executive functions. Statistical methods such as t-tests, ANOVA, regression, correlation, and ANCOVA were used to investigate the relationships between bilingualism, executive functions (EFs), and demographic variables. The results show a strong positive correlation between bilingual proficiency and executive functions (EFs), indicating that increased proficiency is linked to improved EF performance. Moreover, socioeconomic status (SES) was shown to be a major predictor of executive functions (EFs), underscoring the relevance of including socioeconomic considerations when evaluating cognitive results. The findings highlight the cognitive benefits of bilingual education for kids in special education and provide valuable information for educational practice, policy, and future study.
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