At the Intersection of Linguistic and Ability Differences: Southwestern Special Education Teachers' Perceptions on Readiness to Work With English Learners

• In Event: 66.036 - The Role of Culture in Preparing Teachers and Experienced by Teachers

Abstract

Limited attention has been attributed to how well-prepared special education teachers are to work at the intersection of ability and linguistic differences. Yet, these teachers play vital roles in identifying and supporting English Learners (ELs) with disabilities. In this survey study we used intersectionality to theorize and frame Southwestern special education teachers’ self-reported readiness and strategies to work with ELs. Results indicate that participants feel under-prepared for working with ELs and have much less pre-service exposure to ELs in contrast to in-service teaching. Further, teachers described limited pedagogical understandings of how to use ELs’ cultural and linguistic resources beyond celebrating linguistic difference and using direct translations. Findings speak to special education teacher preparation to improve educational opportunities for ELs.

Authors

• Taucia Gonzalez, University of Wisconsin - Madison

• Irina S. Okhremtchouk, San Francisco State University

• Mary C. Esposito, California State University - Dominguez Hills