TrUDL, a Path to Full Inclusion: The Intersectional Possibilities of Translanguaging and Universal Design for Learning

Autor/in	Cioè-Peña, María
Titel	TrUDL, a Path to Full Inclusion: The Intersectional Possibilities of Translanguaging and Universal Design for Learning
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 56 (2022) 2, S.799-812 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cioè-Peña, María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3074
Schlagwörter	Inclusion; Code Switching (Language); Translation; Bilingualism; Bilingual Education; Access to Education; Students with Disabilities; Bilingual Students; Special Education; Student Needs; Educational Theories; Educational Practices + Suchen Sie Ihr Suchwort? Inklusion; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Education; Access; Bildung; Zugang; Bildungszugang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis
Abstract	Nationally, there is a rise in students who are dually classified as emergent bilinguals and students with disabilities. While conversations around disproportionality and the over-representation of emergent bilinguals in special education are important, that discourse does not address the needs of students currently classified. Overwhelmingly, educators continue to approach linguistic and disability needs as the amalgamation of two separate entities which results in segregated and/or piece-meal instructional experiences for students. In this paper, I offer an integrated pedagogical stance bringing together translanguaging practice with universal design for learning (UDL). I provide a brief overview of translanguaging as both a theory and a pedagogical practice. I also provide an overview of Universal Design for Learning. Grounded in my experiences as a bilingual special education teacher trained in UDL and a CUNY-NYSIEB team member who researched translanguaging uses in special education settings, I present the ways in which translanguaging and UDL intersect both theoretically and pedagogical, offering up possibilities for attaining greater inclusion and increased opportunities to learn for Emergent bilinguals labeled as dis/abled (EBLADs). (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01