Confounding Normativity: Disrupting Exclusion at the Crossroads of Language and Disability in Language Policies

• In Event: Sheraton Roundtable Session Ten
  In Roundtable Session: Using Disability Studies and Social Justice Perspectives to Explore Ability in Schools (Table 16)

Abstract

This year’s call asks us to challenge the taken-for-granted assumptions “that stifle progress” on the path towards true educational transformation and justice (Milner, 2022, para 3). In response to this call, we offer a narrative discourse analysis of guidance documents and position statements from New York State Education Department (NYSED) and the American Speech Language Hearing Association (ASHA), which is responsible for the licensing and education of speech language pathologists and audiologists. Through this analysis, we argue that the taken for granted assumptions about the standard teacher, practitioner, and student, stifle progress toward a more liberatory and linguistically just educational experience for emergent bilinguals with complex communication needs.

Authors

• Chelsea Stinson, SUNY - College at Cortland
  Presenting Author

• Nikkia D. Borowski, Syracuse University
  Presenting Author

• Valentina Migliarini, University of Birmingham
  Presenting Author