Literaturnachweis - Detailanzeige
Autor/inn/en | Migliarini, Valentina; Stinson, Chelsea |
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Titel | Inclusive Education in the (New) Era of Anti-Immigration Policy: Enacting Equity for Disabled English Language Learners |
Quelle | In: International Journal of Qualitative Studies in Education (QSE), 34 (2021) 1, S.72-88 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Migliarini, Valentina) ORCID (Stinson, Chelsea) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-8398 |
DOI | 10.1080/09518398.2020.1735563 |
Schlagwörter | English Language Learners; Immigrants; Students with Disabilities; Special Education; State Policy; Educational Policy; Educational Practices; Equal Education; Social Bias; Critical Theory; Race; Racial Bias; Barriers; Student Behavior; Elementary School Teachers; Secondary School Teachers; Knowledge Level; Cultural Influences; New York Immigrant; Immigrantin; Immigranten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Bildungspraxis; Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; Student behaviour; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Cultural influence; Kultureinfluss |
Abstract | The authors present a qualitative study which investigates the intersections between English Language Learner (ELL) status, disability, and special education in a mid-sized urban school district in Upstate New York. They explore how teachers conceptualize and implement New York State Education Department policies which affect the inclusive education of ELL students. The authors discuss how the discourse used in these policies, along with teachers' limited access to guidance and support, could lead to the exacerbation of educational inequities and exclusion of ELLs, despite the promise to support inclusion and success for all students. The Disability Critical Race Theory (DisCrit) framework is used as an intersectional tool to help re-frame existing inclusive policies and practices. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |