Program
Special Education M.A.
Number of Pages
70
Year Approved
2026
First Advisor
Meghan Cavalier
Second Reader
Susan Schwope
Abstract
As Spanish immersion programs continue to expand, more students with disabilities are participating in bilingual educational settings. Although research has demonstrated the academic, linguistic, and cognitive benefits of bilingual education, limited attention has been given to how these programs effectively support bilingual learners with disabilities. This literature review synthesizes research on Spanish immersion, bilingual learner development, disability identification, and inclusive instructional practices to examine how bilingual education and special education intersect. The review identifies strategies that promote equitable access, meaningful participation, and academic success for bilingual learners with disabilities in Spanish immersion environments. The literature highlights the importance of culturally and linguistically responsive practices, collaborative educational planning, and individualized supports in fostering equitable opportunities for students with disabilities to succeed academically, linguistically, and socially.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Sindt, K. C. (2026). Equity and Inclusion for Students with Disabilities in Spanish Immersion Programs [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1296
Terms of Use and License Information
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