Intersections of Multilingual Learners and Students with Disabilities: An Innovative Approach for Teacher Education

• In Event: Advancing Equity in Science Education Research: Research, Remedies, and Pathways to Renewal

Abstract

This paper explores innovative approaches to develop teachers’ ability to utilize high-leverage practices (HLPs) effectively, particularly for students with disabilities (SWD) and multilingual learners (ML). Ultimately, the goal is to prepare preservice teachers to further the academic achievement and sense of belonging of SWD and MLs in inclusive classes, considering their intersectional identities.

The study takes an intersectional perspective to understand and address the challenges surrounding special education, which facilitates more holistic approaches to serving student populations who have been historically and are currently marginalized in multiple identities. This need is increasingly urgent as the population of MLs is growing. It is critical to address that MLs may also have a disability and it is important students' multilingualism does not lead to a misidentification of having a disability.

This study used mixed-reality simulation (MRS) as an innovative strategy for teacher education (TE). MRS provides opportunities for PSETs to engage with SWD and ML while focusing on the focal instructional practice. PSETs engaged in two tasks: 1) an orientation task introducing participants to MRS, and 2) a task focused on instructional practice, developed from existing tasks designed for general education classrooms (Howell et al., 2021). During the simulation, trained actors play SWD, MLs, and others. Participants covered a wide range of PSETs in both undergraduate and graduate programs as well as traditional and alternative certification programs. Participants completed a pre-and post-survey and reflections. The simulation was recorded and field notes and a transcription were captured. Lastly, participants were invited to participate in semi-structured interviews.

The findings demonstrate the importance of MRS ability to provide a practice space that is free of harm. Pre-service teachers' practice is most common in their field placements which can lead to harmful practice. Observed practices in the simulation indicated the need for more curricular instruction concerning SWD and MLL particularly with inclusion and equity in mind. The study indicates the importance of timing for the implementation of MRS. This consideration is relevant for both practices concerning students and instruction. The simulation cannot be students' first-time having exposure to curricular material concerning SWD and ML or the instructional practice. The use of MRS must be implemented in collaboration between the faculty instructor and the researcher to accomplish this. There was a range of participants' exposure to curricular material for this study which led to additional findings. Second, the findings demonstrate the importance of MRS ability to provide a practice space that is free of harm. Pre-service teachers' practice is most common in their field placements which can lead to harmful practice. Observed practices in the simulation indicated the need for more curricular instruction concerning SWD and MLL particularly with inclusion and equity in mind.

This study reinforces that it is paramount for TE programs to center equity to best prepare teachers to work with students with varying identities. Implementing innovative approaches provides opportunities for programs to center equity and intersectionality to prepare PSETs to begin an enduring career.

Author

• Sarah D. Lent, University of Wisconsin - Madison