Reframing Least Restrictive Environment for Dual Language Learners With Disabilities

• In Event: Marriott Roundtable Session 26
  In Roundtable Session: Teacher Practices and Disability Studies in Education

Abstract

This conceptual research focuses on US special education and interrogates what least restrictive environment means for opportunities for dual language learners with disabilities. The main argument of this paper is that as special education researchers we must seek to re-conceptualize and re-define least restrictive environment in an expanded way that acknowledges students face other types of restrictiveness especially for students with intersectional language and learning needs. The scope of this paper is tri-pronged: 1) Review LRE literature, tensions and perspectives, 2) Highlight critical special education and language policy work about restrictiveness and educational opportunity, 3) Discuss an expanded understanding of restrictiveness. This paper contributes to generative discourse for a foundation and future special education work attending to students’ multiple needs.

Author

• Sarah Marie Salinas, Arizona State University - Tempe