Schools in the United States serve a linguistically diverse population of students. The U.S. Department of Education estimates that 9.1 percent of public school students in the United States were English learners (ELs) in 2014-2015. These are students who meet the federal definition of English learners, referred to in the Individuals with…

As the field of special education advocacy grows and the population of students with disabilities in the United States becomes more diverse, it is crucial to understand how advocates work with culturally and linguistically diverse (CLD) families of individuals with disabilities. In this pilot study, we conducted interviews with twelve CLD…

Educators working with English learners face challenges beyond teaching academic content in languages new to the students. The added layer of problem-solving for those who may have exceptional needs and providing the appropriate support can be a complex process that involves careful decision making. This book provides a discussion of…

Inadequate and incomplete educational services for English learners (ELs) with disabilities is a common civil rights issue in the U.S. K-12 education system. Although the federal government has documented that schools are instituting policies of providing only one set of services, such as special education or EL supports, there is little…

In this article we examine some of the omnipresent yet unacknowledged discourses of social and economic disadvantage and dis/ability within schools in the US. First, we document ways that social class, race, and dis/ability function within schools to further disadvantage and exclude already marginalized students. Next, we show how particular ways…

In this paper, we draw on the current literature to argue that access to world language study for students from minoritized groups, students from under-resourced schools, and students with disabilities is a significant social justice issue. This inequitable access is exacerbated by three key issues: the devaluation of students' languages and…

Teaching Residents at Teachers College (TR@TC) is an 18-month program that prepares teachers for high-needs schools in New York City in two areas: teaching English to speakers of other languages (TESOL) and teaching students with disabilities. Student teachers, called residents, spend a year working with a mentor teacher. Mentors play three roles:…

As the U.S. population grows more varied, public schools face the challenge of meeting the needs of an increasing population of culturally and linguistically diverse (CLD) students with exceptionalities in inclusive classrooms. This is especially evident in the urban inclusive classrooms. There is a strong connection between culture and learning.…

The purpose of this policy statement is to support early childhood programs and States by providing recommendations that promote the development and learning of young children, birth to age five, who are dual language learners (DLLs). The statement also provides support to tribal communities in their language revitalization efforts within tribal…

English language learners (ELLs) with disabilities are a growing part of the K-12 school population and will be included in the next generation of accountability assessments, just as they are now included in state assessments. These learners have some unique characteristics and may demonstrate their knowledge and skills in particular ways because…

Accommodations are an important part of paper and pencil testing. They give students with disabilities and English language learners (ELLs) access to the assessment and provide results that have greater validity for those students. This Brief addresses the need to think carefully about accommodations when moving from paper-based assessments to…

The article examines issues related to the professional development of teachers. The presented material is structured according to four main themes: teacher self-assessment of their professional competence; their attitude toward traditional forms of training; their participation in events organized by the educational community and associations;…

The purpose of the current investigation was to examine the relationships among a range of specific barriers and facilitators of parent involvement and a variety of types of school involvement within a diverse group of immigrant parents of English Learners (ELs) in four elementary school districts. In-home types of educational involvement such as…

As the "land of opportunity" and arguably the greatest country in the world, the United States continues to change--culturally, racially, and linguistically. Reports abound regarding the changing demographics of the country and its schools. Over a 2-decade span (1989-2009), the percentage of "minority" students in public…

The Council of Chief State School Officers (CCSSO or the Council) developed this list of free tools and resources to support state education agencies, districts, and educators during the process of implementing the Common Core State Standards (CCSS). This document primarily lists resources developed by CCSSO and other leading organizations and is…