Inclusive Education in the (New) Era of Anti-Immigration Policy: Enacting Equity for Disabled English Language Learners

Autor/inn/en	Migliarini, Valentina; Stinson, Chelsea
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01