Beyond compliance: An approach to serving English language learners with disabilities

Stinson, Chelsea

doi:10.1002/tesj.405

Cited by 7 publications

(2 citation statements)

References 15 publications

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“…For instance, AP John asserted a hierarchy between the entitlements attached to Title III and IDEA—special education trumped bilingual education, a belief found in prior research about the support of dual-identified students in both English-dominant and bilingual schools (Kangas, 2014, 2017). With little guidance, educators creatively navigate the demands of two disjointed policies (Stinson, 2018), which often results in dual-identified students lacking access to bilingual education (Martínez-Álvarez, 2019). Educators who specialize in special education, such as AP John, have been found to counsel dual-identified students out of bilingual services, not only because of the perception that an IEP trumps entitlements to bilingual education but also because of the belief that SWDs cannot handle learning in two languages (Martínez-Álvarez, 2019).…”

Section: Resultsmentioning

confidence: 99%

For Some and for All: Subgroup Entitlement Policies and Daily Opportunity Provision in Segregated Schools

Garver

2022

American Educational Research Journal

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Educators in economically and racially segregated schools enact subgroup entitlement policies, such as Title III and IDEA (Individuals with Disabilities Education Act), as they negotiate the diverse and underserved needs throughout the student body. How do subgroup entitlement policies for English learners and students with disabilities shape daily opportunity provision—the day-to-day distribution of resources—in segregated schools? This ethnographic study of a public middle school reveals that the implementation of subgroup entitlement policies shaped the opportunity structure for all students through (1) creating tracks that offered distinct conditions for learning, (2) fragmenting the organizational structure and inhibiting coordination, (3) exposing the school to increased compliance pressure that hierarchized priorities, and (4) utilizing subgroup-specific resources for general education students.

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Section: Resultsmentioning

confidence: 99%

For Some and for All: Subgroup Entitlement Policies and Daily Opportunity Provision in Segregated Schools

Garver

2022

American Educational Research Journal

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“…For example, predominantly white and/or monolingual educators’ and therapists’ misunderstandings and biases related to language function for students with disabilities have resulted in the exclusion of students with disabilities from linguistically affirming education spaces and related service experiences (Cioè‑Peña, 2020; Lim, O’Reilly, Sigafoos, O’Reilly, Sigafoos, Ledbetter‐Cho, & Lancioni, 2018). Likewise, English language teachers’ uncritical and unsupported engagement with policy and professional learning around race and whiteness contributes to the unwarranted subjection of multilingual students to the special education referral process (Migliarini & Stinson, 2020), insufficient provision of disability‐ and/or language‐related services (Kangas, 2017; Stinson, 2018), and the disproportionate representation through under‐ and over‐identification of multilingual children in special education (Artiles, 2013; Artiles, Rueda, Salazar, & Higareda, 2005).…”

Section: Introductionmentioning

confidence: 99%

A Disability Critical Race Theory Solidarity Approach to Transform Pedagogy and Classroom Culture in TESOL

Migliarini

Stinson

2021

TESOL Quarterly

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Until very recently, ability and whiteness as relational systems have been uninterrogated by TESOL research, policy, practice, and teacher education. Consequently, monolingual teachers often use students' proximity to whiteness and nondisabled status as a metric for ascertaining their ability or belonging in certain language learning spaces. Similarly, English language teachers' uncritical and unsupported engagement with policy and professional learning around race and whiteness contributes to the unwarranted subjection of multilingual students to the special education referral process. In this contribution, we aim to analyze the nuances of ableism and racism in the field of TESOL, and offer TESOL educators practical examples to dismantle it. Drawing from the critical intersectional framework of DisCrit, this contribution presents two DisCrit solidarity-oriented practical examples for the language classroom: cultural reciprocity and translanguaging. We argue that these support TESOL educators in understanding the relationship between whiteness and ability, as well as valuing the importance of multilingualism in school settings.

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Preparing Inclusive Early Childhood Educators (PIECE): A conceptualization of multilingualism, English learning, and inclusivity

Evans,

Joseph,

Jozwik

et al. 2024

TESOL Journal

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The purpose of this article is to share the examination of inclusivity as a paradigm for fostering authenticity and agency (Moore, 2017) among teacher candidates. This framing challenges the notion of inclusion as a tool of meritocracy used to manage learners through expectations that uphold monolingualism, decenter racial histories, and rely on rigid behavior plans. In this work, the authors interrogate the impact inclusion as assimilation has on English learners' authentic ways of knowing and being. Thus, they present a conceptualization of spaces of difference (Agbenyaga & Klibthong, 2012) within the context of an Inclusive Early Childhood Teacher Education (IECTE) program and the objectives of the Preparing Inclusive Early Childhood Educators (PIECE) project. With its rigorous coursework, clinical experiences, multi‐tiered mentorship, and practice‐based professional development, the PIECE project aims to develop inclusive early childhood educators at the preservice and in‐service levels. Infused throughout the PIECE project is an emphasis on cultivating the knowledge and skills needed to provide high‐quality instruction that improves educational outcomes for English learners (ELs). Frameworks of transformative theory and intersectionality perspectives provided the authors with a grounding for the work within the PIECE project community of learners (i.e., teacher candidates, teacher educators, and school district partners). This article summarizes critical concepts of inclusivity centered in the PIECE project work. These concepts include (1) understanding oneself to look beyond; (2) disrupting notions of normalcy and naturalized language; and (3) reconceptualizing inclusivity as a social justice act.

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Beyond compliance: An approach to serving English language learners with disabilities

Cited by 7 publications

References 15 publications

For Some and for All: Subgroup Entitlement Policies and Daily Opportunity Provision in Segregated Schools

For Some and for All: Subgroup Entitlement Policies and Daily Opportunity Provision in Segregated Schools

A Disability Critical Race Theory Solidarity Approach to Transform Pedagogy and Classroom Culture in TESOL

Preparing Inclusive Early Childhood Educators (PIECE): A conceptualization of multilingualism, English learning, and inclusivity

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