Promoting Equity for Multilingual Learners with Disabilities
Description
Drawing from a rich array of research and experiences as a teacher educator and policy consultant, the author demonstrates how MLs with disabilities encounter inequities in predictable, repeated ways throughout their schooling. Kangas establishes how these patterned inequities pervade education systems, school policies, and processes, ultimately stifling the learning opportunities and educational rights of students with intersecting language learning and disability needs.
Through concrete recommendations and helpful resources, the text empowers educators, researchers, and policymakers to detect and dismantle patterned inequities in their respective roles. This is an important guide for all stakeholders wishing to promote equitable learning and life opportunities for MLs with disabilities.
Book Features:
Examines contemporary research across a range of topics (e.g., service provision, individualized plans, reclassification, and policy).
Offers a lens for understanding the challenges and solutions to supporting multilingual learners with disabilities.
Focuses on equity and social justice in education systems, classrooms, and policies.
Written to be accessible for a wide range of stakeholders, including K-12 administrators and teachers, researchers, and policymakers.
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Content
Contents
Preface xi
PART I: EQUITY FOUNDATIONS
1. Introduction 3
Demographic Overview of MLs With Disabilities 4
Inequities Experienced by MLs With Disabilities 6
Audiences of the Book 7
Structure and Features of the Book 7
A Few Thoughts 10
2. Patterned Inequities 11
Pattern One: Language-or-Disability Filter 11
Pattern Two: Unitary Identity 14
Pattern Three: Specialization Trap 16
Patterned Inequities Up Close: Disproportionality and Special Education Evaluation 18
Summary 24
PART II: EQUITY IN SYSTEMS
3. Organization of Services and Students 29
The Organization of Services and Students: Key Research Findings 30
Evidence of Patterns 33
Responses to Patterned Inequities in the Organizing of Services and Students 41
Summary 48
Recommended Resources 48
4. Individualized Plans and Teams 50
The Organization of Individualized Plans and Teams: Key Research Findings 51
Evidence of Patterns 54
Responses to Patterned Inequities in Individualized Plans and Teams 61
Summary 68
Recommended Resources 68
5. Teacher Education Programs and Professional Certifications 70
The Organization of Teacher Education Programs and Certifications: Key Trends 72
Evidence of Patterns 73
Responses to Patterned Inequities in Teacher Education Programs and Certifications 77
Summary 81
PART III: EQUITY IN CLASSROOMS
6. High Expectations 85
High Expectations: Key Research Findings 87
Evidence of Patterns 89
Responses to Patterned Inequities in Teacher Expectations 92
Summary 97
Recommended Resources 97
7. Rigorous Instruction 99
Rigorous Instruction: Key Research Findings 99
Evidence of Patterns 104
Responses to Patterned Inequities in Instruction 107
Summary 117
Recommended Resources 117
8. Sound Data Interpretation and Use 119
Sound Interpretation and Use of Data: Key Research Findings 120
Evidence of Patterns 122
Responses to Patterned Inequities in Data Use and Interpretation 125
Summary 129
PART IV: EQUITY IN POLICIES
9. Academic Standard Policies 133
Reclassification Policies: Key Research Findings 134
Evidence of Patterns 137
Responses to Patterned Inequities in Academic Standard Policies 143
Summary 150
10. State Policy Contexts 151
SEAs: Key Research Findings 152
Evidence of Patterns 153
Responses to Patterned Inequities in SEAs 156
Summary 165
Recommended Resources 166
PART V: CONCLUSION
11. Pathways Forward 169
Our Awareness 169
Our Response 172
Final Thoughts 181
Notes 183
References 185
Index 211
About the Author 225