Fostering inclusive learning through bilingual drama-based storytime and UDL for young emergent multilinguals with disabilities

Fostering inclusive learning through bilingual drama-based storytime and UDL for young emergent multilinguals with disabilities

This study explores how drama-based storytime lesson activities in two dual-language bilingual education (DLBE) developmental preschool classrooms serving emergent multilinguals with disabilities (EMwDs) align with Universal Design for Learning (UDL) principles. Traditional, one-size-fits-all educat...

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Bibliographic Details
Main Authors: Sultan Kilinc, Nikkia D. Borowski, Jenny Millinger, Michael F. Kelley
Format: Article
Language:English
Published: Journal of Childhood, Education and Society 2025-07-01
Series:Journal of Childhood, Education & Society
Subjects:
drama-based pedagogy
preschool
children with disabilities
bilingual children
drama
dual language learners
dual language bilingual education
universal design for learning
Online Access:https://www.j-ces.com/index.php/jces/article/view/611
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