Dually identified (DI) students, or classified English Learners (ELs) with documented disabilities, are legally entitled to services that address both their disability- and language-related learning needs. We contend that unless state education agencies (SEAs) furnish local education agencies (LEAs) with high-quality guidance pertaining to this population of students, many schools and districts will remain unable to fulfill their legal mandate. Our analysis catalogs and classifies all content related to DI students on the SEA websites across all populated U.S. jurisdictions (i.e., 50 states, territories, & Washington DC), revealing that while most individual SEAs provide only minimal resources, the collective body of knowledge is robust. Drawing on aggregated information, we outline practical suggestions for SEAs to curate hearty, accessible, and up-to-date compendia of resources to support their LEAs and the DI students they serve.
BakerD.KimH.HardeeE.PercoskiK.RitterS.CarreroK. M. (2021). Inclusion of students with autism in a dual immersion program: A case study. Multiple Voices: Disability, Race, and Language Intersections in Special Education, 21(2), 4–21. https://doi.org/10.56829/2158-396X-21.2.4
2.
BakerD.RobersonA.KimH. (2018). Autism and dual immersion: Sorting through the questions. Advances in Autism, 4(4), 174–183.
3.
BirksM.ChapmanY.FrancisK. (2008). Memoing in qualitative research: Probing data and processes. Journal of Research in Nursing, 13(1), 68–75.
4.
BourdieuP. (1990). The logic of practice. Polity Press.
5.
BordieuP. (1997). The Forms of Capital’ (first published 1987).
6.
BourdieuP.PasseronJ. C. (1990). Reproduction in education, society and culture (Vol. 4). Sage.
7.
BowenG. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
8.
BurhoJ.ThompsonK. (2021). Parent engagement in reclassification for English learner students with disabilities. Journal of Family Diversity in Education, 4(1), 20–41.
9.
ByrdD. (2019). Uncovering hegemony in higher education: A critical appraisal of the use of “institutional habitus” in empirical scholarship. Review of Educational Research, 89(2), 171–210. https://doi.org/10.3102/0034654318812915
10.
Castañeda v. Pickard, 648 F.2d 989 (1981).
11.
Cioè-PeñaM. (2020). 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
12.
CoadyM. R.HarperC.De JongE. J. (2016). Aiming for equity: Preparing mainstream teachers for inclusion or inclusive classrooms?TESOL Quarterly, 50(2), 340–368. https://doi.org/10.1002/tesq.223
13.
CountsJ.KatsiyannisA.WhitfordD. K. (2018). Culturally and linguistically diverse learners in special education: English learners. NASSP Bulletin, 102(1), 5–21. https://doi.org/10.1177/0192636518755945
14.
de JongE. J.HarperC. A.CoadyM. R. (2013). Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory Into Practice, 52(2), 89–97. https://doi.org/10.1080/00405841.2013.770326
15.
Every Student Succeeds Act (ESSA, 2015), §1703f (2015).
16.
FaltisC. J.ValdésG. (2016). Preparing teachers for teaching in and advocating for linguistically diverse classrooms: A vade mecum for teacher educators. In GitomerD. H.BellC. A. (Eds.), Handbook of research on teaching (pp. 549–592). American Educational Research Association.
17.
FeldmanH. (2021). Education federalism in action: English learner education policy. California Law Review, 109, 2465.
18.
GolloherA. N.WhitenackD. A.SimpsonL. A.SaccoD. (2018). From the ground up: Providing support to emergent bilinguals to distinguish language difference from disability. Insights into Learning Disabilities, 15(2), 127–147.
19.
HeiseM. (2017). From no child left behind to every student succeeds: Back to a future for education federalism. Columbia Law Review, 117, 1859.
20.
HooverJ. J.EricksonJ. R.PattonJ. R.SaccoD. M.TranL. M. (2019). Examining IEPs of English learners with learning disabilities for cultural and linguistic responsiveness. Learning Disabilities Research & Practice, 34(1), 14–22.
21.
JacobsonD.MustafaN. (2019). Social identity map: A reflexivity tool for practicing explicit positionality in critical qualitative research. International Journal of Qualitative Methods, 18, 1609406919870075. https://doi.org/10.1177/160940691987007
22.
KangasS. E. N. (2014). When special education trumps ESL: An investigation of service delivery for ELLs with disabilities. Critical Inquiry in Language Studies, 11(4), 273–306. https://doi.org/10.1080/15427587.2014.968070
23.
KangasS. E. N. (2017). “That’s where the rubber meets the road”: The intersection of special education and dual language education. Teachers College Record, 119(7), 1–36. https://doi.org/10.1177/016146811711900701
24.
KangasS. E. N. (2018). Breaking one law to uphold another: How schools provide services to English learners with disabilities. TESOL Quarterly, 52(4), 877–910. https://doi.org/10.1002/tesq.431
25.
KangasS. 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
26.
KarvonenM.ClarkA. K.CarlsonC.Wells MoreauxS.BurnesJ. (2021). Approaches to identification and instruction for students with significant cognitive disabilities who are English learners. Research and Practice for Persons with Severe Disabilities, 46(4), 223–239.
27.
KrippendorffK. (2018). Content analysis: An introduction to its methodology. Sage.
28.
Lau v. Nichols, 414 U.S. 563 (1974).
29.
LeiderC. M.ColomboM.NerlinoE. (2021). Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of ELs?Education Policy Analysis Archives, 29, 100–100.
30.
LinA. M. Y. (2015). Researcher positionality. In HultF. M.JohnsonD. C. (Eds.), Research methods in language policy and planning: A practical guide (pp. 21–32). Routledge.
31.
MartínezR. A. (2018). Beyond the English learner label: Recognizing the richness of bi/multilingual students’ linguistic repertoires. The Reading Teacher, 71(5), 515–522. https://doi.org/10.1002/trtr.1679
32.
Martínez-ÁlvarezP.López-VelásquezA.KajamaaA. (2021). Preparing educators for inclusive bilingual education: A boundary crossing laboratory between professional groups. Cultural-Historical Psychology, 17(3), 125–134.
Massachusetts Department of Education. (2023b). Guidance for Special Education Parent Advisory Councils. https://www.doe.mass.edu/sped/pac/
35.
MilesM. B.HubermanA. M.SaldañaJ. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
36.
MilnerH. R.IV (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), 388–400.
OrtizA. A.FránquizM. E.LaraG. P. (2020). The education of emergent bilinguals with disabilities: State of practice. Bilingual Research Journal, 43(3), 245–252. https://doi.org/10.1080/15235882.2020.1823734
41.
ParkS. (2020). Demystifying disproportionality: Exploring educator beliefs about special education referrals for English learners. Teachers College Record, 122(5), 1–40. https://doi.org/10.1177/016146812012200510
42.
ReayD. (1998). Rethinking social class: Qualitative perspectives on class and gender. Sociology, 32(2), 259–275.
U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2021). 42nd annual report to congress on the implementation of the individuals with disabilities education act, 2020.
45.
ZirkelP. A. (2021). English learners in K-12 schools at the perilous intersection with disability laws: The need for Guardias Bilingues. Boston University Public Interest Law Journal, 30, 59–88.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
