Interventions and Supports to Ensure that Multilingual Preschoolers with Disabilities Can Thrive
December 4, 2025 @ 4:00 pm - 6:00 pm
Location Online – at your home or School
Registration 3:45 PM – 4:00 PM
Research tells us that multilingual preschoolers with disabilities can become bilingual, and that supporting their bilingualism helps them develop better learning and developmental outcomes. In this session, we will discuss effective and easy-to-implement strategies that educators, therapists, and families can implement to support the bilingual language and overall development of multilingual preschoolers with disabilities. Strategies will focus on what to do when one does not speak children’s language. Join us to engage in group discussions, share resources, and hands-on practice.
Learner objectives 1. Describe why embedding multilingual preschoolers’ home languages as part of their early childhood special education is important. 2. Share two strategies that an educator, therapist, or family member can use to support the bilingual development of multilingual preschoolers with disabilities. 3. Provide an example of how educators and therapists can use technology to support the bilingualism of multilingual preschoolers with disabilities, even when they do not speak their language.
Location
Online – at your home or School
Registration
3:45 PM – 4:00 PM
Research tells us that multilingual preschoolers with disabilities can become bilingual, and that supporting their bilingualism helps them develop better learning and developmental outcomes. In this session, we will discuss effective and easy-to-implement strategies that educators, therapists, and families can implement to support the bilingual language and overall development of multilingual preschoolers with disabilities. Strategies will focus on what to do when one does not speak children’s language. Join us to engage in group discussions, share resources, and hands-on practice.
Presenter
Xigrid Soto-Boykin
Learner objectives
1. Describe why embedding multilingual preschoolers’ home languages as part of their early childhood special education is important.
2. Share two strategies that an educator, therapist, or family member can use to support the bilingual development of multilingual preschoolers with disabilities.
3. Provide an example of how educators and therapists can use technology to support the bilingualism of multilingual preschoolers with disabilities, even when they do not speak their language.
Details
Venue
Other