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Inclusive education in the (new) era of anti-immigration policy: enacting equity for disabled English Language Learners

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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.
Original languageEnglish
Number of pages18
JournalInternational Journal of Qualitative Studies in Education
Early online date7 Apr 2020
Publication statusEarly online - 7 Apr 2020


  • Inclusive Education Postprint

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Qualitative Studies in Education on 07/04/2020, available online:

    Accepted author manuscript (Post-print), 441 KB, PDF document

    Due to publisher’s copyright restrictions, this document is not freely available to download from this website until: 7/10/21

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