What are some of the considerations for working with bilingual students when using a cycles approach?

Dr. Barbara Hodson discusses the cycles approach for addressing phonological impairment, particularly in bilingual students. Key considerations include the severity of the impairment, with assessment criteria being largely similar for both bilingual and monolingual students. Factors such as the number of error patterns and the level of support needed are crucial, especially for those with severe or profound impairments characterized by significant omissions and substitutions.