"Traerás tus Documentos" ("You Will Bring Your Documents"): Navigating the Intersections of Disability and Citizenship Status in Special Education

Autor/inn/en	Padia, Lilly B.; Traxler, Rachel Elizabeth
Titel	"Traerás tus Documentos" ("You Will Bring Your Documents"): Navigating the Intersections of Disability and Citizenship Status in Special Education
Quelle	42 (2021) 5, S.697-702 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Racial Bias; Attitudes toward Disabilities; Social Bias; Undocumented Immigrants; Special Education; Students with Disabilities; Fear; Language Usage; High School Students; Grade 9; Educational Environment; Student Needs; Barriers; Self Disclosure (Individuals); Court Litigation; Minority Group Students; Longitudinal Studies; Transitional Programs; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Illegaler Aufenthalt; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Furcht; Sprachgebrauch; High school; High schools; Oberschule; School year 09; 9. Schuljahr; Schuljahr 09; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rechtsstreit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	DisCrit has illuminated the interconnectivity of racism and ableism, though the experiences of undocumented youth and families enrolled in special education are largely unknown. In this paper, we explore the experiences of students at the intersection of disability and migratory status, examining the interplay of fear, schooling, and language use as students pursue college. We use DisCrit to help us understand historical patterns surrounding citizenship and how race, ableism, and documentation status continue to intersect and shape the acknowledgment of which bodies -- with which papers -- are rendered deserving. Examining interviews with students, researcher memos and fieldnotes, and researcher reflections, we consider the cases of Fernanda, an undocumented high schooler, and Daniel, a 9th grader from a mixed-citizenship status family. We highlight how students at the intersection of migratory status and disability are met with care by teachers and schools, yet remain unsupported in several domains. We also highlight how students experience the movement from entitlement to eligibility in schools, and discuss complications surrounding documentation of disability for disclosure and language. In light of our findings, we suggest implications for research and practice. [This article is published in "Race, Ethnicity and Education" (EJ1309604).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01