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Equitable and Inclusive Teaching for Diverse Learners with Disabilities: A Biography-Driven Approach
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Herrera, Socorro G.; Rodríguez, Diane; Cabral, Robin M.; Holmes, Melissa A. – Teachers College Press, 2023
The need for teachers who have both the knowledge and skills to teach students in special education, especially students who are emergent bilinguals, is more critical today than ever before. Assumptions about the assurances outlined in the Individuals with Disabilities Education Act (IDEA) have led to practices that have limited the scope of…
Descriptors: Equal Education, Inclusion, Student Diversity, Students with Disabilities
Toward Dissolving the Institutionalization of "Othering": Organizational Conditions That Support Shared Responsibility
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Jennifer R. Cowhy; Lok-Sze Wong; Megan Hopkins – AERA Open, 2024
Federal entitlement policies like Title III and the IDEA help grant multilingual learners (MLs) and students with disabilities (SWDs) access to public schools. Yet they have operated in ways that continue to "other" the very student populations they intend to integrate. Drawing on social network surveys and semi-structured interviews…
Descriptors: Elementary Secondary Education, Federal Legislation, Educational Legislation, Equal Education
Current Nationwide Practices in U.S. Test Accommodations for Active Bilingual Learners/Users of English (ABLE) Students
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Huenergarde, Morgan C.; Floyd, Randy G.; Harris, Bryn – Bilingual Research Journal, 2023
Schools are encountering a unique problem regarding how to best accommodate the increasing number of active bilingual learners/users of English (ABLE) students on state achievement tests. Previously, states used disability focused rather than language responsive accommodations for these students. The current study employed double-coding procedures…
Descriptors: Testing Accommodations, Bilingual Students, English Language Learners, English (Second Language)
A Critical Analysis of State-Level Policies Impacting Racialized Emergent Bilinguals Suspected or Labeled as Dis/abled
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Soto-Boykin, Xigrid; Brea-Spahn, María Rosa; Perez, Shakira; McKennac, Meaghan – Language, Speech, and Hearing Services in Schools, 2023
Purpose: The purpose of this review article is to conduct a critical analysis of state-level policies focusing on the provision of speech-language therapy and special education to children and youth who are racialized emergent bilinguals (REBs) suspected or labeled as dis/abled. Method: We analyzed the state-level policies focusing on…
Descriptors: State Policy, Speech Therapy, Special Education, Access to Education
Evaluating Bilingual Students for Learning Disabilities
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Duarte, Beatriz A.; Greybeck, Barbara; Simpson, Cynthia G. – Advances in Special Education, 2013
The evaluation of minority children for special education by law should be nondiscriminatory. To be in compliance with federal mandates such as the Individuals with Disability Education Act (IDEA), No Child Left Behind (NCLB), and Public Law 94-142, minority children who are also English language learners (ELLs) should be assessed in their native…
Descriptors: Bilingual Students, Learning Disabilities, Minority Group Students, Special Education
Factors Used To Comply with the Exclusionary Clause with Bilingual and Limited-English-Proficient Pupils: Initial Guidelines.
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Ochoa, Salvador Hector; Rivera, Bernadette D.; Powell, M. Paige – Learning Disabilities Research and Practice, 1997
A survey of 859 school psychologists who indicated prior experience conducting bilingual psychoeducational assessment identified 36 factors used to comply with provisions in the Individuals with Disabilities Education Act relating to assessing bilingual or limited-English-proficient students. Seventeen additional factors that were overlooked and…
Descriptors: Bilingual Students, Compliance (Legal), Disabilities, Elementary Secondary Education