Breaking One Law to Uphold Another: How Schools Provide Services to English Learners with Disabilities

Kangas, Sara E. N.

doi:10.1002/tesq.431

Cited by 35 publications

(43 citation statements)

References 40 publications

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“…The second policy area for ELSWDs pertains to service provision. Research has found that ELSWDs may be inappropriately withheld from either EL or special education services altogether as schools and districts attempt to interpret and comply with state and federal law on service provision requirements (Kangas, 2018). ELSWDs may also be withheld from particular services, such as bilingual programs, due to misconceptions about students' abilities to succeed in such settings (Park, 2014).…”

Section: Policy Area #1: Addressing the Diversity Of English Learner mentioning

confidence: 99%

State English learner education policy: A conceptual framework to guide comprehensive policy action

Umansky¹,

Porter²

2020

EPAA

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Given the role of the state as the primary governing level tasked with U.S. public education, combined with the rapid rise in the proportion of students who are identified as English learners (ELs), this manuscript puts forth a framework for state EL education policy. The framework is organized around three core principles of understanding students, providing high quality instruction, and supporting effective systems. Drawing on recent decades of policy research, the framework identifies nine key areas for comprehensive state policy action: (1) addressing diversity in EL skills and needs, (2) EL assessment, (3) classification and reclassification, (4) core content access, (5) English language development instruction, (6) bilingual education, (7) EL funding, (8) teacher preparation and skills, and (9) pre-K through postsecondary alignment. Along with synthesizing policy research in each of the nine areas, we present relevant policy implications. We outline how this framework can be used – and adapted – by policymakers and scholars to examine state EL education policy contexts and to guide future research and policymaking.

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Section: Policy Area #1: Addressing the Diversity Of English Learner mentioning

confidence: 99%

State English learner education policy: A conceptual framework to guide comprehensive policy action

Umansky¹,

Porter²

2020

EPAA

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“…Department of Justice & U.S. Department of Education, 2015). Once students have the classifications of English learner and student with disability , these institutional designations afford them access to supportive services needed for their academic progress and linguistic development, and yet schools often wrestle with the demands of providing dual supportive services (Kangas, 2014, 2017a, 2018; U.S. Department of Justice & U.S. Department of Education, 2015).…”

mentioning

confidence: 99%

“…Department of Justice & U.S. Department of Education, 2015). In fact, service provision for ELs with disabilities is an enterprise that may be accompanied with inequities in learning opportunities, as students experience restricted access to the ELD services needed for the second language (L2) and academic development during their elementary years (Kangas, 2017b, 2018).…”

mentioning

confidence: 99%

Academic Tracking of English Learners With Disabilities in Middle School

Kangas

Cook

2020

American Educational Research Journal

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Despite increased attention to the academic progress of English learners (ELs) with disabilities as a result of the Every Student Succeeds Act of 2015, research has yet to investigate the educational opportunities of these students in secondary grades. This qualitative embedded case study examined the curricular access of 10 ELs with disabilities in middle school. Utilizing deficit thinking for its theoretical underpinnings, the analysis illuminated that ELs with disabilities were consistently placed in lower academic tracks through a number of mutually reinforcing institutional and perceptual factors. The findings have exigent implications for expanding opportunities to learn of ELs with disabilities through reform to placement criteria and provision of special education and linguistic support across a range of academic tracks.

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“…The issues in the district concerning ELLs and special education identification are not unique to the PSD. Kangas (2018) The guidance connects to IDEA (Individuals with Disabilities Education Act) and…”

Section: National and State Policy Guidance For Ells With Disabilitiesmentioning

confidence: 99%

“…Given the flexible structure of language policy for ELLs and special education, the ways in which educators interpreted and implemented these guidelines varied somewhat between schools in the study. tests alone, even if given in more than one language, for diagnosing learning disabilities in multilingual students has been questioned amply in research (e.g., Abedi, 2006;Artiles & Ortiz, 2001;Kangas, 2018;Figueroa, 2002;MacSwan, 2002;Sullivan, 2001), she receives treatment at the hospital geared at common expressions and "metalinguistic skills" such as differentiating sounds in English and Spanish.…”

Section: National and State Policy Guidance For Ells With Disabilitiesmentioning

confidence: 99%

Language policy and multilingual identity at home and in school

Stephens¹

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To the memory of my mother, Suzanne, who taught me about power in caring. And to Lila, my daughter, who makes learning about complex identities a source of evolving joy. iii ACKNOWLEDGEMENTS Thank you, first, to Oscar. I don't think many can fully understand the sacrifices you made so that I could complete this PhD, but I see and feel them. Te agradezco y te amo. To Tammia and DeeAnn and everyone at Wilson St./Morningside, who know how many acts of kindness and casserole it takes to put a dissertation into the world. You are our community. You have made our time here rich and we have loved sharing life with you. Thank you, also, to the members of my committee. To my advisor, David Johnson, for your time, feedback, and critique that strengthened this project and shaped my work through the years. To Amanda Thein, who reminded me of my own identity when I needed it. To Laurie Graham, whose work and teaching I respect deeply. To Leslie Schrier, whose support is a source of encouragement. To Lia Plakans, who is a model of kindness, professionalism, scholarship, and humility. And to Elana Shohamy, who first appeared in my life as an unexpected comfort in grief and is now an example of advocacy for fairness though scholarship. Each of you has taught me, each of you has shown me something about whom I hope to become. Deep thanks to Jamie Schissel, Nita Schmidt, Aliza Fones, and Phil Striegel for the intellectual and emotional work you put into this project. You did this for free, but I could never put a price on it. To my dad and sister, you are the best cheerleaders. Finalmente, me gustaría reconocer la valentía y la contribución de los participantes en este proyecto. Los maestros tal como las familias tomaron una posición iv vulnerable y valiente para crear la transformación. Esto no fue para nada fácil y es mi privilegio haber aprendido y participado junto a Uds./ Finally, I would like to acknowledge the courage and contribution of the participants in this study. Both educators and families put themselves into courageous, vulnerable positions in order to create transformation. This is no easy task, and it was my privilege to have learned from and participated alongside you in it.

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Breaking One Law to Uphold Another: How Schools Provide Services to English Learners with Disabilities

Cited by 35 publications

References 40 publications

State English learner education policy: A conceptual framework to guide comprehensive policy action

State English learner education policy: A conceptual framework to guide comprehensive policy action

Academic Tracking of English Learners With Disabilities in Middle School

Language policy and multilingual identity at home and in school

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