Bilingual Special Education for the 21st Century: A New Interface

  • 9h 53m
  • Gliset Colόn, Tamara O. Alsace
  • IGI Global
  • 2022

Bilingual students with disabilities have an established right to be educated in their most proficient language. However, in practice, many culturally and linguistically diverse students still do not receive the quality of education that they are promised and deserve. Multilingual learners with disabilities must be acknowledged for the assets they bring and engaged in classroom learning that is rigorous and relevant.

Bilingual Special Education for the 21st Century: A New Interface addresses the complex intersection of bilingual education and special education with the overlay of culturally and linguistically sustaining practices. This work provides practical solutions to current dilemmas and challenges today’s educators of multilingual learners with disabilities face in the classroom. Covering topics such as dual language education, identification practices, and transition planning, this book is an essential resource for special education experts, faculty and administration of both K-12 and higher education, pre-service teachers, researchers, and academicians.

About the Author

Gliset Colón, Ph.D. is currently an Assistant Professor in the Exceptional Education Department at SUNY Buffalo State. She has the distinct pleasure of coordinating the Teaching Bilingual Exceptional Individuals Graduate Certificate Program. She is also the owner of and an educational consultant for Valley Equity Consulting. She is actively involved in several professional organizations including the Council for Exceptional Children (CEC), National Association for Bilingual Education (NABE), and the New York State Association for Bilingual Education (NYSABE). Dr. Colón teaches courses on topics related to bilingual special education, behavior and classroom management, and foundations of special education. In addition to teaching, she has research interests and expertise in literacy and language outcomes for multilingual students with and without disabilities, multi-tiered systems of support, disproportionality, and culturally relevant and sustaining pedagogy.

Tamara O. Alsace, Ph.D. is an independent scholar who is currently working with several organizations, including the Council of the Great City Schools, the Regional Bilingual Education Resource Network of the New York State Education Department, and the City University of New York Initiative on Immigration in Education (CUNY-IIE). She is also happily teaching as an adjunct in the Bilingual Exceptional Education Program at SUNY Buffalo State College. Retired from the Buffalo, New York Public Schools following a 32+ year career as a bilingual educator and Director of Multilingual Education, Dr. Alsace continues to be a voice in the fields of Bilingual Education and Bilingual Special Education. A past president and current Advocacy Committee co-chairperson of the New York State Association for Bilingual Education (NYSABE), she is actively engaged in professional activities, organizations, and advocacy efforts at the local, state, and national levels. Tamara serves on the boards of several non-profit organizations and is heavily invested in their diversity, equity, and inclusion efforts.

In this Book

  • Foreword
  • Mind the Gatekeepers—A Critical Look at Access to Dual Language Education for Students With Disabilities
  • Implementing Culturally and Linguistically Responsive Teaching in Dual Language Bilingual Inclusive Classrooms
  • Culturally Attuned Assessment and Identification Practices in the 21st Century
  • The Role of a Multi-Tiered System of Support (MTSS) and the Special Education Referral Process for English Learners
  • Writing Culturally and Linguistically Data-Driven IEPs
  • After the IEP—Providing Culturally and Linguistically Sustaining Specially-Designed Instruction
  • Keys to Understanding the Writing Development of Emergent Bilingual Students
  • Mindful Student, Masterful Student—The Role of Mindfulness in Enhancing the Lives of Bilingual Students With Disabilities
  • Transition Planning for Bi/Multilingual Students With Disabilities
  • Meeting the Needs of All Learners—A Step Towards Inclusiveness in the EFL Classroom
  • Sólo Tiene Problemas de Aprendizaje—Lessons Learned From Perceptions of Disability and Diagnosis in the Dominican Republic
  • Conclusion
  • Afterword
  • Compilation of References
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