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What is Emergent Bilinguals With Disabilities (EBwDs)

Chapter 2
Bilingual Special Education for the 21st Century: A New Interface
Students in the United States that have the federal designation of “English Learner” and “Student with a disability.” The students receive language support due to their designation as EBs and also receive special education services due to their designation of one of the thirteen disability categories that is acknowledged under federal law through an Individualized Education Plan (IEP).
Published in Chapter:
Implementing Culturally and Linguistically Responsive Teaching in Dual Language Bilingual Inclusive Classrooms
Elizabeth Silva Diaz (The University of Colorado, Boulder, USA) and Vanessa Santiago Schwarz (The University of Colorado, Boulder, USA)
Copyright: © 2022 |Pages: 25
DOI: 10.4018/978-1-7998-9043-0.ch002
Abstract
In this chapter, the authors aim to offer practical guidelines for implementing culturally and linguistically responsive teaching (CLRT) practices for educators working with emergent bilinguals (EBs) with and without disabilities. This chapter begins by defining CLRT and contextualizing the need for CLRT practices through a review of current research at the interface of bilingual and special education. Then, the authors offer practical examples of how teachers can use CLRT to support EBs with or without disabilities. The chapter concludes with an articulation of the authors' vision for the potential of CLRT to support this population of students in dual language bilingual (DLB) classrooms.
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