Counternarratives of English learners with disabilities

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Acknowledgments

I thank the students whose perspectives inspired me and the educators who generously shared their time and insights with me. I also would like to express my appreciation to Yasuko Kanno, Megan Cook, and the reviewers whose feedback, guidance, and patience improved this article.

Supplementary material

Supplemental data for this article can be accessed on the publisher’s website.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1. Institutional Review Board approval was granted for this study. All Institutional Review Board consent procedures were followed.

2. For all participants and schools, pseudonyms are used. Also, potentially identifying information has been intentionally made ambiguous to protect the confidentiality of the students, staff, and site.

3. For related arts courses students received one of three scores: Outstanding (O), Satisfactory (S), and Needs Improvement (N).

4. English for Speaker of Other Language services.