Palabras clave
discapacidad
interseccionalidad
educación inclusiva
Cómo citar
Resumen
A pesar de que la mayoría de la población mundial es multilingüe, la investigación educativa se origina predominantemente en contextos que consideran el monolingüismo como la norma. En la educación inclusiva, la intersección entre discapacidad y multilingüismo continúa siendo escasamente investigada. Por ello, no resulta sorprendente que los servicios de educación especial se presten principalmente en entornos monolingües, sin tener en cuenta el multilingüismo, y que con frecuencia prevalezcan sobre las intervenciones lingüística y culturalmente pertinentes. Más preocupante aún, las investigaciones indican que algunos prestadores de servicios en contextos predominantemente monolingües continúan recomendando a los cuidadores de niños multilingües con una discapacidad diagnosticada que se concentren en un solo idioma, aunque la evidencia señala las posibles consecuencias perjudiciales de esta recomendación y no existe evidencia que respalde su eficacia. A pesar de la escasez general de investigaciones en esta área, los estudios existentes se han realizado principalmente en países del Norte Global, lo que genera una desconexión entre los contextos de investigación y las identidades de los estudiantes que se encuentran en la intersección entre el multilingüismo y la discapacidad. En este artículo sostenemos que la prestación dual de servicios para los estudiantes multilingües identificados como personas con discapacidad es fundamental para la educación inclusiva. Asimismo, hacemos un llamado a desarrollar más investigaciones que examinen esta intersección, especialmente desde contextos culturales y lingüísticos situados fuera del Norte Global. No solo analizamos la necesidad urgente de ampliar la investigación en este campo, sino también de promover una producción académica situada en las comunidades locales y desarrollada en colaboración con ellas.
Citas
Artiles, A. J., & Kozleski, E. B. (2007). Focus on policy: Beyond convictions: Interrogating culture, history, and power in inclusive education. Language Arts, 84(4), 357-364. https://www.jstor.org/stable/41962204
Artiles, A. J., & Kozleski, E. B. (2016). Inclusive education’s promises and trajectories: Critical notes about future research on a venerable idea. Education Policy Analysis Archives, 24(43). https://doi.org/10.14507/epaa.24.1919
Artiles, A. J., Waitoller, F. R., & Neal, R. A. (2011). Organizing inclusive education: From difference to inequality. In A. J. Artiles, E. B. Kozleski, & F. R. Waitoller (Eds.), Inclusive education: Examining equity on five continents (pp. 65–88). Harvard Education Press.
Bakhsh, M. (2020). Language Practices in the UAE: Perspectives of Arab Mothers of Children with Autism Spectrum Disorders. Arab Journal of Applied Linguistics, 5(2), 55–83. Retrieved from https://www.arjals.com/ajal/article/view/277
Boveda, M., & Aronson, B. A. (2019). Special education preservice teachers, intersectional diversity, and the privileging of emerging professional identities. Remedial and Special Education, 40(4), 248–260. https://doi.org/10.1177/0741932519838621
Beukelman, D. R., & Light, J. C. (2020). Augmentative & alternative communication: Supporting children and adults with complex communication needs (5th ed.). Paul H. Brookes Publishing.
CAST (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org
Cioè-Peña, M. (2017). Bilingualism, disability, and what it means to be normal. Journal of Bilingual Education Research and Instruction, 19(1), 138-160.
Cioè-Peña, M. (2020). Bilingualism for students with disabilities, deficit or advantage?: Perspectives of Latinx mothers. Bilingual Research Journal, 43(3), 253–266. https://doi.org/10.1080/15235882.2020.1799884
Cioè-Peña, M. (2022). TrUDL, a path to full inclusion: The intersectional possibilities of translanguaging and Universal Design for Learning. TESOL Quarterly, 56(2), 799–812. https://doi.org/10.1002/tesq.3074
Cleave, P. L., Kay-Raining Bird, E., Trudeau, N., & Sutton, A. (2014). Syntactic bootstrapping in children with Down syndrome: The impact of bilingualism. Journal of Communication Disorders, 49, 42–54. https://doi.org/10.1016/j.jcomdis.2014.02.006
Collins, P. H., & Bilge, S. (2016). Intersectionality. Polity Press.
Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 139–167. https://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8
Cuba, M. J., Taylor, J. P., Tariq, A. R., Lee, J.-Y., & Avellone, L. (2026). Disproportionate representation of multilingual learners with intellectual and developmental disabilities: A systematic literature review. Review of Educational Research. Advance online publication. https://doi.org/10.3102/00346543261426579
Dukhovny, E., & Kelly, E. B. (2015). Practical resources for provision of services to culturally and linguistically diverse users of AAC. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 22(1), 25–39. https://doi.org/10.1044/cds22.1.25
Fahim, D., & Nedwick, K. (2014). Around the world: Supporting young children with ASD who are Dual Language Learners. Young Exceptional Children, 17(2), 3-20. https://doi.org/10.1177/1096250613477870
Gilhuber, C. S., Raulston, T. J., & Galley, K. (2023). Language and communication skills in multilingual children on the autism spectrum: A systematic review. Autism, 27(6), 1516-1531. https://doi.org/10.1177/13623613221147780
Gross, M. C., & Kaushanskaya, M. (2022). Language control and code-switching in bilingual children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 65(3), 1104–1127. https://doi.org/10.1044/2021_JSLHR-21-00332
Gulyani, R., & Mehrotra, N. (2023). Disability, social inequalities, and intersectionality in India. In B. K. Nagla & K. Choudhary (Eds.), Indian Sociology: Theories, Domains and Emerging Concerns (pp. 187-199). Springer.
Herrera-Seda, H., & Walton, E. (2025). Teacher education for inclusive education: A scoping review of Global South scholarship, Journal of Education for Teaching, 51(4), 651-665. https://doi.org/10.1080/02607476.2025.2520792
Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185–200. https://doi.org/10.1080/15235882.2011.597824
Jozwik, S., Cuenca-Carlino, Y., & Gardiner-Walsh, S. (2020). Special education teachers’ preparedness for teaching emergent bilingual students with disabilities. Multiple Voices: Disability, Race and Language Intersections in Special Education, 20(2), 38–53. https://doi.org/10.56829/2158-396X-20.2.38
Kalyanpur, M. (2011) Paradigm and paradox: Education for All and the inclusion of children with disabilities in Cambodia, International Journal of Inclusive Education, 15(10) 1053-1071, https://www.doi.org/10.1080/13603116.2011.555069
Kangas, S. (2017). “That’s where the rubber meets the road”: The intersection of special education and dual language education. Teachers College Record, 119, 1-36.
Kozleski, E. B., Artiles, A. J., Waitoller, F. R. (2011). Introduction: Equity in inclusive education: Historical trajectories and theoretical commitments. In A. J. Artiles, E. B. Kozleski, & F. R. Waitoller (Eds.), Inclusive education: Examining equity on five continents (pp. 1-14). Harvard Education Press.
Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th international symposium on bilingualism (pp. 1225–1234). Cascadilla Press.
Lim, N., O’Reilly, M. F., Sigafoos, J., Ledbetter-Cho, K., & Lancioni, G. E. (2019). Should heritage languages be incorporated into interventions for bilingual individuals with neurodevelopmental disorders? A systematic review. Journal of Autism and Developmental Disorders, 49, 887-912. https://doi.org/10.1007/s10803-018-3790-8
Martínez-Álvarez, P. (2019). Dis/ability labels and emergent bilingual children: Current research and new possibilities to grow as bilingual and biliterate learners. Race Ethnicity and Education, 22(2), 174-193. https://doi.org/10.1080/13613324.2018.1538120
Mendoza, M. E., Serna, O., Przymus, S. D., & Sorrells, A. (2026). The state of Bilingual Special Education research, a quarter way through the twenty-first century. Exceptional Children. Advance online publication. https://doi.org/10.1177/00144029261428929
Padía, L., Cioè-Peña, M., & Phuong, J. (2024). Mending the intersectional gap: Supporting emergent multilinguals labeled as disabled through translanguaging and Universal Design for Learning. Theory Into Practice, 63(4), 438–456. https://doi.org/10.1080/00405841.2024.2355843
Phuong, J. (2017). Disability and language ideologies in education policy. Working Papers in Educational Linguistics, 32(1), 1-22. https://repository.upenn.edu/wpel/vol32/iss1/3
Reetzke, R., Zou, X., Sheng, L., & Katsos, N. (2015). Communicative development in bilingually exposed Chinese children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 58. 813-825. https://doi.org/10.1044/2015_JSLHR-L-13-0258
Salako, I. A. (2025). A scoping review of developmental language disorder in Sub-Saharan Africa: Considerations in assessment, diagnosis, and management. Child Language Teaching and Therapy, 41(2), 109-128. https://doi.org/10.1177/02656590251347899
Sen, M., & Geetha, Y. V. (2011). Language abilities in bilingual children with autism (CWA). Journal of the All India Institute of Speech & Hearing, 30, 146–159.
Sendhilnathan, S., & Chengappa, S. K. (2020a). Effect of language intervention on mean length of utterance in monolingual and bilingual children with autism spectrum disorders in a multi-ethnic-lingual context. Language in India, 20(2), 66–85. http://www.languageinindia.com/feb2020/sunithalanguageinterventionautismfinal.pdf
Sendhilnathan, S., & Chengappa, S. K. (2020b). Cognitive, social communication and social skills development in monolingual and bilingual children with autism spectrum disorders in a multi ethnic—lingual context—a comparative study. Journal of Psychosocial Research, 15(1), 47–68.
Shaw-Ridley, G., Jordaan, H., & Jenga, N. (2000). The Translated Echolalia of a Bilingual Child with Autism. South African Journal of Communication Disorders, 47(2), 125–136. https://doi.org/10.4102/sajcd.v47i2.986
Tönsing, K. M., van Niekerk, K., Schlünz, G. I., & Wilken, I. (2018). AAC services for multilingual populations: South African service provider perspectives. Journal of Communication Disorders, 73, 62-76. https://doi.org/10.1016/j.jcomdis.2018.04.002
Tönsing, K. M., van Niekerk, K., Schlünz, G., & Wilken, I. (2019). Multilingualism and augmentative and alternative communication in South Africa – exploring the views of persons with complex communication needs. African Journal of Disability, 8(0), 507–513. https://doi.org/10.4102/ajod.v8i0.507
UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education: Adopted by the World Conference on Special Needs Education; Access and Quality. Salamanca, Spain, 7-10 June 1994. Paris: UNESCO.
Villalba, K. (2026). Disability and social justice: Examining intersectionality and policy-making shortcomings in Colombia. Journal of Human Rights and Social Work. https://doi.org/10.1007/s41134-026-00442-x
Vorster, C., Kritzinger, A., Coetser, L., & Van der Linde, J. (2024). Reliability and concurrent Validity of a cultural adaptation and Northern Sotho translation of the M-CHAT-R/F. Communication Disorders Quarterly, 45(3), 192–201. https://doi.org/10.1177/15257401231167084
Walton, Elizabeth. (2018). Decolonising (through) inclusive education? Educational Research for Social Change, 7, 31–45. https://doi.org/10.17159/2221-4070/2018/v7i0a3 .
Ward, R., & Sanoudaki, E. (2024). Predicting language outcomes in bilingual children with Down syndrome. Child Neuropsychology, 30(5), 760–782. https://doi.org/10.1080/09297049.2023.2275331
Wong Fillmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323-346. https://doi.org/10.1016/S0885-2006(05)80059-6
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2026 Christina Gilhuber, Melissa McGraw