Mending the intersectional gap: Supporting emergent multilinguals labeled as disabled through translanguaging and Universal Design for Learning

References

• Allman, K. R., & Guethler, A. (2021). Translanguaging using technology: Supporting translanguaging practices in the middle school science classroom. Science Scope, 44(4), 6–12. https://www.nsta.org/science-scope/science-scope-marchapril-2021/translanguaging-using-technology
   Google Scholar
• Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/Ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1–31. https://doi.org/10.1080/13613324.2012.730511
   Web of Science ®Google Scholar
• Artiles, A. J., Rueda, R., Salazar, J. J., & Higareda, I. (2005). Within-group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71(3), 283–300. https://doi.org/10.1177/001440290507100305
   Web of Science ®Google Scholar
• Bryan-Gooden, J., Hester, M., & Peoples, L. Q. (2023). Culturally responsive ELA curriculum scorecard. Metropolitan Center for Research on Equity and the Transformation of Schools, New York University.
   Google Scholar
• CAST. (2020, October 6). CAST announces a community-driven process to update UDL guidelines. cast.org.
   Google Scholar
• Cioè-Peña, M. (2017a). The intersectional gap: How bilingual students in the United States are excluded from inclusion. International Journal of Inclusive Education, 21(9), 906–919. https://doi.org/10.1080/13603116.2017.1296032
   Web of Science ®Google Scholar
• Cioè-Peña, M. (2017b). Who is excluded from inclusion?: Points of union and division in Bilingual and special education. Theory, Research, and Action in Urban Education, 5(1). https://blmtraue.commons.gc.cuny.edu/2017/02/24/who-is-excluded-from-inclusion-points-of-union-and-division-in-bilingual-and-special-education/
   Google Scholar
• Cioè-Peña, M. (2018). Gifted, talented & neurodiverse: Emergent Bilinguals labeled as dis/abled (pp. 7–11). The NYSABE Bilingual TImes. https://www.nysabe.net/wp-content/pdfs/NYSABE-Bilingual-Times-Spring-Summer-2018.pdf
   Google Scholar
• Cioè-Peña, M. (2020a). Bilingualism for students with disabilities, deficit or advantage?: Perspectives of latinx mothers. Bilingual Research Journal, 43(3), 253–266. https://doi.org/10.1080/15235882.2020.1799884
   Web of Science ®Google Scholar
• Cioè-Peña, M. (2020b). Raciolinguistics and the education of emergent Bilinguals Labeled as Disabled. The Urban Review. https://doi.org/10.1007/s11256-020-00581-z
   PubMedGoogle Scholar
• Cioè-Peña, M. (2021). TrUDL: The intersectional possibilities of translanguaging and universal design for learning. TESOL Quarterly. https://doi.org/10.1002/tesq.3074
   Web of Science ®Google Scholar
• City University of New York-New York State Initiative on Emergent Bilingual. (2017). Teaching Bilinguals (Even if you’re not one): A CUNY-NYSIEB webseries. CUNY-NYSIEB. https://www.cuny-nysieb.org/teaching-bilinguals-webseries/
   Google Scholar
• Conn-Powers, M., Cross, A., Traub, E., & Hutter-Pishgahi, L. (2006). The universal design of early education: Moving forward for all children [PDF]. In Beyond the Journal (pp. 1–9). The National Association for the Education of Young Children. https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/presentations-and-webinars/ConnPowersBTJ(1).pdf
   Google Scholar
• Du, X. (2022). Translanguaging practices of students in science and math classes in a Chinese/English dual language bilingual program. Applied Linguistics Review, 13(3), 345–357. https://doi.org/10.1515/applirev-2021-0019
   Web of Science ®Google Scholar
• Evans-Winters, V. E. (2014). Are black girls not gifted? Race, gender, and resilience. Interdisciplinary Journal of Teaching and Learning, 4, 22–30. https://eric.ed.gov/?id=EJ1063056
   Google Scholar
• Flores, N. (2021). Foreword: The transformative possibilities of translanguaging. In M. T. Sánchez & O. García (Eds.), Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo (pp. xix–xxi). Multilingual Matters.
   Google Scholar
• García, O., & Kleifgen, J. A. Ed.). (2018). Educating emergent bilinguals: Policies, programs, and practices for English Learners (2nd ed.). Teachers College Press.
   Google Scholar
• Gonzalez, T., Tefera, A., & Artiles, A. (2014). The intersections of language differences and learning disabilities. In M. Bigelow & J. Ennser-Kananen (Eds.), The routledge handbook of educational linguistics (pp. 145–157). Routledge.
   Google Scholar
• Harry, B., & Klingner, J. Ed.). (2014). Why are so many minority students in special education?: Understanding race & disability in schools (2nd ed.). Teachers College Press.
   Google Scholar
• Kangas, S. E. N. (2021). “Is it language or disability?”: An ableist and monolingual filter for english learners with disabilities. TESOL Quarterly, 55(3), 673–683. https://doi.org/10.1002/tesq.3029
   Web of Science ®Google Scholar
• Kangas, S. E. N., & Cook, M. (2020). Academic tracking of english learners with disabilities in middle school. American Educational Research Journal, 57(6), 2415–2449. https://doi.org/10.3102/0002831220915702
   Web of Science ®Google Scholar
• Kohnke, S., Patterson, M. S., & Moehlmann, R. (2022). UDL solutions for common sense science barriers. The Science Teacher, 89(6), 29–33. https://www.nsta.org/science-teacher/science-teacher-julyaugust-2022/udl-solutions-common-science-barriers
   Google Scholar
• Lewis, K. D., Novak, A. M., & Weber, C. L. (2018). Where are gifted students of color? Case studies outline strategies to increase diversity in gifted programs. The Learning Professional, 39, 50–58. https://learningforward.org/journal/august-2018-vol-39-no-4/where-are-gifted-students-of-color/
   Google Scholar
• Mansfield, K. (2015). Giftedness as property: Troubling whiteness, wealth, and gifted education in the US. International Journal of Multicultural Education, 17(1), 121–142. https://doi.org/10.18251/ijme.v17i1.841
   Web of Science ®Google Scholar
• Mayes, R. D., & Moore, J. L. (2016). The intersection of race, disability, and giftedness: Understanding the education needs of twice-exceptional, African American students. Gifted Child Today, 39(2), 98–104. https://doi.org/10.1177/1076217516628570
   Google Scholar
• Office of English Language Acquisition. (2021, August). English learners with disabilities fact sheet. National Clearinghouse for English Language Acquisition. https://ncela.ed.gov/files/fast_facts/20201216-Del4.4-ELsDisabilities-508-OELA.pdf
   Google Scholar
• Paciotto, C., & Delany-Barmann, G. (2011). Planning micro-level language education reform in new diaspora sites: Two-way immersion education in the rural midwest. Language Policy, 10(3), 221–243. https://doi.org/10.1007/s10993-011-9203-x
   Web of Science ®Google Scholar
• Padía, L. (2022). Sólo Tiene Problemas de Aprendizaje: Lesson learned from perceptions of disability and diagnosis in the dominican republic. In G. Colón & T. O. Alsace (Eds.), Bilingual special education for the 21st Century: A new interface (pp. 292–312). IGI Global.
   Google Scholar
• Parekh, G., Brown, R. S., & Robson, K. (2018). The social construction of giftedness: The intersectional relationship between whiteness, economic privilege, and the identification of gifted. Canadian Journal of Disability Studies, 7(2), 1–32. https://doi.org/10.15353/cjds.v7i2.421
   Google Scholar
• Peoples, L. Q., Islam, T., & Davis, T. (2023). The culturally responsive-sustaining curriculum scorecard. Metropolitan Center for Research on Equity and the Transformation of Schools, New York University. https://steinhardt.nyu.edu/sites/default/files/2021-02/CRSE-STEAMScorecard_FIN_optimized%20%281%29.pdf
   Google Scholar
• Phuong, J., & Cioè-Peña, M. (2022). Perfect or mocha: Language policing and pathologization. In S. A. Annamma, B. Ferri, & D. J. Connor (Eds.), DisCrit expanded: Inquiries, reverberations & ruptures (pp. 129–144). Teachers College Press.
   Google Scholar
• Ralabate, P., & Nelson, L. L. (2017). Culturally responsive design for english learners: UDL approach. CAST Professional Publishing.
   Google Scholar
• Sanchez, M. T., & García, O. (2021). Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras Sin miedo. Multilingual Matters. http://ebookcentral.proquest.com/lib/upenn-ebooks/detail.action?docID=6796938
   Google Scholar
• Schissel, J. L. (2019). Social consequences of testing for language-minoritized Bilinguals in the United States. Multilingual Matters.
   Google Scholar
• Stark, L. (2014). Naming giftedness: Whiteness and ability discourse in US schools. International Studies in Sociology of Education, 24(4), 394–414. https://doi.org/10.1080/09620214.2014.983758
   Google Scholar
• Stein, J. C., Hetzel, J., & Beck, R. (2012). Twice exceptional? The plight of the gifted english learner. Delta Kappa Gamma Bulletin, 78(2), 36–41. https://www.proquest.com/docview/1030279045?sourcetype=Scholarly%20Journals
   Google Scholar
• Tefera, A. A., Gonzalez, T., & Artiles, A. J. (2017). Challenges to policy as a tool for educational equity: The case of language and ability difference intersections. In S. Salas & P. R. Portes (Eds.), US Latinization: Education and the new Latino South (pp. 205–226). SUNY Press.
   Google Scholar
• US Department of Education. (2018, May 25). Sec. 300.8 Child with a disability. IDEA: Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8
   Google Scholar