Multi-Needs, Multi-Dreams: Instructional Models and Dispositions for Linguistic Minorities With Disabilities

• In Event: Sheraton Roundtable Session 9
  In Roundtable Session: Collaborative and Multimodal Strategies for Constructing Inclusive Strategies

Abstract

English learners (or dual language learners) with disabilities (ELsWD) have multiple strengths and needs. We propose the combination of critical praxis (professional disposition of reflection and action) and existing instructional models (combined) is necessary for the work of ELsWD, in order to begin to address the long history of academic underperformance of such students. We briefly summarize and review existing instructional models within the research base emphasizing the nuanced, shared, and socially constructed nature of learning, followed by a sample scenario. We conclude, by using existing instructional models, along with critical praxis, school personnel will help create critical, meaningful, and humanistic places of learning to meet the needs of ELsWD.

Authors

• Sarah Alvarado Diaz, Arizona State University - Tempe

• Sarah Marie Salinas, Arizona State University - Phoenix