Opportunity Gap at the Intersection of Language, Disability, and Science

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: English Learner Education: Insights Across Educational Contexts (Table 6)

Abstract

In response to the limited research on multilingual learners (MLs) with disabilities, we conducted a series of studies focused on their academic achievement across core content areas. This study reports on science achievement of MLs using longitudinal National Assessment of Educational Progress data. Persistent lower science performance is noticed over the past decade in MLs and students with disabilities (SDs), with MLs with SD being the most academically vulnerable student group across years. Findings have implications for expanding access to grade-level science curriculum and linguistically-responsive science instruction for MLs with disabilities and call for a closing of the opportunity gap for MLs with disabilities, beginning with teacher education programs promoting collective responsibility of all students.

Authors

• Yuliya Ardasheva, Washington State University - Tri Cities

• Shenghai Dai, Washington State University

• Sara E.N. Kangas, Lehigh University