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Whitney, Erin Hope – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2022
Educational research shows the value of culturally responsive pedagogies; however, special education research typically centers reading interventions that focus primarily on foundational skills. These sorts of programs rarely take learner identities into account in their design, and provide little opportunity for readers to make connections to…
Descriptors: Culturally Relevant Education, Females, Books, Clubs
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Costa, Annela; Cramer, Elizabeth D. – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2022
The purpose of this nonexperimental, quantitative study was to explore the perceptions of educational decision-makers regarding the importance of factors that relate to educational decision-making for racially, ethnically, or linguistically minoritized students who may have disabilities. Further, the researchers explored the relationship between…
Descriptors: Teacher Attitudes, School Psychologists, Counselor Attitudes, Decision Making
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Enders, Olivia G.; Buonomo, Kristen; Robertson, Rachel – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2022
Despite decades of research and reform, exclusionary discipline remains disproportionately used with minoritized students and students with disabilities (SWD). The present study investigates how functional behavior assessment (FBA) and Positive Behavior Support Plan (PBSP) procedures can be taught in conjunction with an explicit focus on achieving…
Descriptors: Racism, Bias, Functional Behavioral Assessment, Pilot Projects
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Sarkar, Tanushree; Forber-Pratt, Anjali J. – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2021
Teachers are considered as the powerful implementers of inclusive education and are at the frontlines in responding to the increasing diversity of learners in their classrooms. India is a vast, diverse country where access to quality education is denied across various lines of marginalization, including caste, religion, gender, class, language,…
Descriptors: Inclusion, Educational Research, Foreign Countries, Literature Reviews
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Rivera, Christopher J.; Ortiz, Alba; Christensen, Laurene; Mitchell, James – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2021
Historically, students who are English learners and students with disabilities have experienced inequitable schooling opportunities. These inequities are heightened when considering those individuals who are not only English learners but also have a significant cognitive disability. This particular dually classified group, while not large in…
Descriptors: English Language Learners, Students with Disabilities, Severe Disabilities, Intellectual Disability
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Padilla, Alexis; Vasile, Pamela; Kamil; Tan, Paulo – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2021
The purpose of this essay is to identify and interrogate listening practices, which can restrict and facilitate educators' capacity to authentically care for neurodiverse students and their families. We reconceptualize listening as integral to consciousness formation by unveiling our own listening experiences as parents and collaborative…
Descriptors: Listening Skills, Teacher Student Relationship, Neurological Impairments, Consciousness Raising
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Baker, Diana; Kim, Hyejung; Hardee, Emma; Percoski, Katie; Ritter, Sophie; Carrero, Kelly M. – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2021
This single instrumental case study examines the Pathways Program, a dual immersion (DI) strand for students with autism and related disabilities. Pathways is housed at Crossroads Elementary School, a school-wide DI program in the Southern United States. Data include interviews with educators and mothers of students with autism, along with…
Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, Elementary School Students
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Scott, Laron A.; Powell, Christine; Oyefuga, Emiola; Padhye, Ira; Cormier, Christopher J. – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2021
The attrition and retention of special education teachers of color (SETOC) is a concern for school district leaders who are seeking racially and ethnically minoritized teachers to work with students of color with disabilities. We reviewed 47 articles from 2002 to 2020 regarding factors related to the attrition and retention of special education…
Descriptors: Teacher Persistence, Labor Turnover, Special Education Teachers, Minority Group Teachers
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Voulgarides, Catherine K.; Barrio, Brenda L. – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2021
Equity issues continue to surround the supports and services provided to students with dis/ abilities from birth onward, especially for children of color and despite extensive legal protections guaranteed through the Individuals with Disabilities Education Act (IDEA). The purpose of this article is to examine how these systemic issues unfold in…
Descriptors: Equal Education, Federal Legislation, Educational Legislation, Students with Disabilities
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Connelly, Jeanne – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2021
The initial special education identification process (SPED IDP) determines which students have disabilities and corresponding rights to IDEA supports. However, the disproportionate identification of Black, Indigenous Students of Color (BISOC) as emotionally disturbed necessitates the problematizing of special education structures within the SPED…
Descriptors: Special Education, Disability Identification, African American Students, Indigenous Populations
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Smith, Jolan M.; Kataoka, Sheryl H.; Segovi, Francisco R.; Osuna, Anthony; Arriaga, Ivette; Garcia, Consuelo D.; Lee, Hyon Soo; Chiappe, Jenny C.; Juarez, Joseph L.; Kasari, Connie; Hassrick, Elizabeth McGhee; Jones, Felica; Mandell, David S.; Stahmer, Aubyn C.; Mundy, Peter C.; Smith, Tristram; Linares, Deborah E. – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2021
Few studies use a strengths-based perspective to identify strategies that support K-12 school transitions for historically minoritized families of children with autism spectrum disorder (ASD). In the present study, university researchers partnered with community stakeholders (e.g., disability advocates, community health organizations, etc.) in…
Descriptors: Elementary Secondary Education, Minority Group Students, Autism, Pervasive Developmental Disorders
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Cormier, Christopher J. – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2020
Using racial formation theory as the ballast of this study, I interviewed seven Black men who were in preservice special education teacher preparation programs about what motivated them to enter the field. Data collection methods and analysis focused on participants' educational trajectories and introductions to the field of special education. I…
Descriptors: African Americans, Males, African American Teachers, Special Education Teachers
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Jozwik, Sara; Cuenca-Carlino, Yojanna; Gardiner-Walsh, Stephanie – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2020
Throughout the United States, public school districts serve increasing numbers of students with disabilities who are in the process of developing proficiency in English as a new or additional language. As a result, the need persists for special education teacher preparation programs to cultivate competencies for meeting the needs of emergent…
Descriptors: Special Education Teachers, Teacher Competencies, English Language Learners, Bilingual Students
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Cioè-Peña, María – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2020
In response to anti-immigrant policies, countless families are returning to their countries of origin. One immigrant community persists: the undocumented mothers of children with disabilities (CWD). Using the testimonios of Spanish-speaking Latinx mothers of emergent bilingual CWD, this study answers the question of why they stay. This study…
Descriptors: Undocumented Immigrants, Mothers, Disabilities, Spanish Speaking