Breaking Barriers and Building Access: Educator Insights on Intersectional Special Education for Multilingual Learners

• In Event: Reimagining Policy and Practice in Special Education: Practices, Systems, and Equity

Abstract

This critical participatory action research engaged 12 educators across Central Indiana to examine equity challenges and systemic changes needed for dual identified students—multilingual learners with disabilities. Using intersectionality theory, the social model of disability, and culturally responsive special education frameworks, analysis revealed professional knowledge gaps at the language-disability nexus and structural barriers preventing multilingual-special education collaboration. Educators identified promising practices including asset-based advocacy, integrated service delivery, and culturally responsive professional development. Necessary systemic transformations include dedicated intersectional funding, mandated cross-disciplinary collaboration, and embedded cultural responsiveness throughout special education. Findings provide actionable strategies for practitioners while informing policy modifications to better serve the 650,000+ students navigating the intersection of multilingualism and exceptionality nationwide.

Authors

• Kathryn A. Brooks, Butler University

• Suneeta Kercood, Butler University

• Catherine Bhathena, Indianapolis Public Schools