Abstract
This article will address the educational situations with which bilingual students who have learning disabilities cope in the education system and in the bilingual schools of Hand in Hand, an association which was established to promote and develop a shared society for Arabs and Jews in Israel. In addition, it will describe the difficulties of the learning-disabled bilingual students and how they impact upon the student. The first part will present the educational concept of Hand in Hand and the reality of the bilingual school in Jerusalem in particular. The second part will describe educational situations in which bilingual students who have learning disabilities cope in the bilingual school of the Hand in Hand Association. Furthermore, it will address the difficulties of these students in the school. The third part focuses upon the relationship between the ecological model of Bronfenbrenner and neuro-developmental theory and the educational situations of learning-disabled bilingual students, with an emphasis on their immediate environment (the educational situations described in the article are taken from professional experience in my work in the bilingual school in Jerusalem as an inclusion teacher for learning-disabled bilingual students both in the elementary and middle schools).
Highlights
This article will address the educational situations with which bilingual students who have learning disabilities cope in the education system and in the bilingual schools of Hand in Hand, an association which was established to promote and develop a shared society for Arabs and Jews in Israel
The Hand in Hand Association offers a new model of bilingual education, in which both Hebrew and Arabic are the languages of instruction in schools and are accorded equal status, with Jews and Arabs learning together both languages
The aspiration is that all children will achieve the ability to learn, write, and express themselves in a second language in a way that will not be less than that their first language
Summary
There are cases in which the parents, the educational staff, and the student choose together the first language that the child will learn in the school in accordance with the student’s personal background. To attempt to understand the educational situation of learningdisabled students and their implications for the student, the parents, and the school, two theoretical perceptions will be presented, with the first addressing the ecological model and the second the neurodevelopmental approach.
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