Systems of Exclusion: “They Did Not Consider Special Education Students; They Forgot That They Existed”

• In Event: Embracing Inclusivity: Centering Bi-/Multilingual Special Education Learners and Research in the Field

Abstract

Dual language programs offer a means to promote heritage language maintenance while supporting students in learning an additional language. However, systems of exclusion in dual language programs often impact emergent multilinguals labeled as dis/abled. This paper employs Cioé-Peña’s critical disabilities raciolinguistic perspective to describe findings from a qualitative study exploring special educators’ (1) understandings of how special education and emergent multilinguals labeled as dis/abled are situated within DL programs and (2) descriptions of their resistance to systems of exclusion to provide emergent multilinguals labeled as dis/abled access to multilingual learning opportunities by incorporating translanguaging after engaging in PD.

Author

• Melissa McGraw, Illinois State University