Alfredo J. Artiles
Lee L. Jacks Professor of Education
Graduate School of Education
Bio
Dr. Artiles is the Lee L. Jacks Professor of Education. His scholarship examines the dual nature of disability as an object of protection and a tool of stratification. Professor Artiles studies how protections afforded by disability status can unwittingly stratify educational opportunities for racialized groups and is advancing responses to these inequities. For instance, he is studying the cultural-historical contexts of racial disparities in special education and discipline, and whether a disability diagnosis is associated with differential consequences for minoritized groups (e.g., segregation, quality and type of services). He and his colleagues have led national and regional technical assistance initiatives at the state and school district levels to address these equity paradoxes. Current research projects include:
* Examining the role of socio-cultural influences (e.g., histories of racial inequities in communities and schools, ideologies about school achievement) in educators’ interpretations and responses to chronic school district citations for racial disparities in special education and discipline.
* Analyzing the multiple meanings of “disability” and “inclusive education” and equity consequences for disparate groups of students.
* Tracing ways in which disability-race intersections become visible or invisible across settings as identification policies and practices get implemented at the district and school levels.
* Piloting a participatory model with youth of color with/without disabilities grounded in the arts and humanities to (re)structure school discipline policies and practices.
* Documenting how teachers and other school professionals decide whether dual language learners' academic or behavioral difficulties are related to disabilities.
* Analyzing equity consequences of inclusive education implementation in Global South nations.
* Re-designing policies and practices that leverage Black family partnerships and interrupt precursors to racial disparities affecting Black learners in a district with chronic disproportionality.
* Oral history of Larry P v. Riles: An interdisciplinary analysis of disability-race intersections.
Dr. Artiles received an honorary doctorate from the University of Göteborgs (Sweden) and was Honorary Professor at the University of Birmingham (United Kingdom). He served on the White House Advisory Commission on Educational Excellence for Hispanics. Dr. Artiles is an elected member of the American Academy of Arts & Sciences, the National Academy of Education and Fellow of the American Educational Research Association (AERA), and the National Education Policy Center. He is a Senior Research Fellow at the Learning Policy Institute. Dr. Artiles was a resident fellow at the Center for Advanced Study in the Behavioral Sciences. He was elected AERA Vice-President to lead its Social Context of Education Division. Dr. Artiles has received numerous awards for his scholarly work and mentoring activities, including an AERA Presidential Citation, AERA’s Palmer O. Johnson Award for the most outstanding article published in an AERA journal, the AERA Review of Research Award, and Mentoring Awards from AERA’s Division on Social Contexts of Education, the Spencer Foundation, and Arizona State University. He was selected Distinguished Alumni from the University of Virginia School of Education. Professor Artiles has served on consensus study panels of the National Academies of Sciences, Engineering and Medicine focusing on English learners, the Future of Educational Research at the Institute of Education Sciences in the U.S. Department of Education, and Opportunity Gaps for Young Children.
Administrative Appointments
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Director of Research, Center for Comparative Studies in Race & Ethnicity (2021 - 2022)
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Affiliated Faculty, Learning Differences and the Future of Special Education Initiative (2020 - Present)
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Affiliated Faculty, Center for Comparative Studies in Race & Ethnicity (2020 - Present)
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Faculty Affiliate, Stanford King Center on Global Development (2020 - Present)
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Affiliated Faculty, Center for the Art and Science of Teaching. Mary Lou Fulton Teachers College, Arizona State University (2017 - 2018)
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Dean, Graduate College, Arizona State University (2016 - 2020)
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Series Editor, Disability, Culture, and Equity (Teachers College Press) (2015 - Present)
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Associate Dean of Academic Affairs, Mary Lou Fulton Teachers College, Arizona State University (2013 - 2016)
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Visiting Professor, University of Birmingham, United Kingdom (2013 - 2016)
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Ryan C. Harris Professor of Special Education, Mary Lou Fulton Teachers College, Arizona State University (2012 - 2020)
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Visiting Professor, Universidad Rafael Landívar, Guatemala (2012 - 2012)
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Visiting Professor, University of Göteborgs, Sweden (2011 - 2011)
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Affiliated Professor, School of Social Transformation, College of Liberal Arts & Sciences, Arizona State University (2010 - 2020)
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Visiting Professor, Universidad del Valle de Guatemala, (2010 - 2011)
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Visiting Professor, Guest Scientists Programme of the Faculty of Humanities, Leibniz University, Hannover, Germany (2009 - 2010)
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Affiliated Professor, School of Transborder Studies, College of Liberal Arts and Sciences, Arizona State University (2008 - 2020)
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Professor of Education, Mary Lou Fulton Teachers College, Arizona State University (2004 - 2020)
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Southwest Borderlands Initiative Professor, Arizona State University (2004 - 2020)
Honors & Awards
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Outstanding Friend of Public Education, Horace Mann League (2024)
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Elected Member, American Academy of Arts and Sciences (2023)
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2022 AERA Scholars of Color Distinguished Career Contribution Award, American Educational Research Association (2022)
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Senior Research Fellow, Learning Policy Institute (2021 - present)
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Research Fellow, Latinx Research Center, Santa Clara University (2021-present)
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Elected Member, National Academy of Education (2019 - present)
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Honorary Doctorate, University of Göteborgs, Sweden (2019)
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Spencer Mentor Award, The Spencer Foundation (2019)
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RHSU Edu-Scholar Public Influence List, Education Week (2017-present)
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Presidential Citation, American Educational Research Association (2017)
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Review of Research Award, American Educational Research Association (2017)
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Honorary Professor, School of Education (College of Social Sciences), University of Birmingham, United Kingdom (2016-2023)
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Faculty Google Award for Diversity and Inclusion, Arizona State University (2014)
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Graduate Education Outstanding Doctoral Mentor, Arizona State University Graduate College (2014)
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Mentoring Award, American Educational Research Association, Division G (2014)
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Palmer O. Johnson Award for best article published in an AERA journal, American Educational Research Association (2012)
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Commissioner, White House Commission on Educational Excellence for Hispanics (2011 – 2017)
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Fellow, American Educational Research Association (2010 - present)
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Vice President, American Educational Research Association, Division G (2009 - 2011)
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Distinguished Alumni Award, University of Virginia’s Curry School of Education Foundation (2009)
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Residential Fellow, Center for Advanced Study in the Behavioral Sciences at Stanford University (2008-2008)
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Fellow, National Education Policy Center (2007 - present)
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Teacher Education and Special Education Annual Publication Award, Council for Exceptional Children’s Teacher Education Division (2002)
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Early Career Award, American Educational Research Association’s Committee on Scholars of Color in Education (2001)
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Post-doctoral Fellow, National Academy of Education/Spencer Foundation (1998 - 2000)
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Fulbright-LASPAU Scholar, University of Virginia (1988 - 1992)
Boards, Advisory Committees, Professional Organizations
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Advisory Group Member. Revision of PK-12 Vision for Advanced Literacy, Chicago Public Schools (2024 - 2024)
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Member of the Board of Directors, National Academy of Education (2021 - Present)
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Member - Research Advisory Committee, National Academy of Education (2022 - Present)
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Member, Los Angeles Unified School District Research Advisory Board (2022 - Present)
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Thought Leader Conversation Series: Pursuing Equity at the Intersection of Language and Disability, National Center for Systemic Improvement. WestEd (2022 - 2023)
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Consensus Study Panel: "The Future of Education Research at the Institute of Education Sciences", National Academies of Sciences, Engineering, and Medicine (2021 - 2022)
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Consensus Study Panel: "Exploring the Opportunity Gap for Young Children from Birth to Eight", National Academies of Sciences, Engineering, and Medicine (2020 - Present)
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Member, Selection Committee for the NAEd/Spencer Postdoctoral Fellowship Program (2020 - Present)
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Member of the Board of Trustees, Center for Applied Linguistics (2018 - Present)
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Chair, Lifetime Achievement Award committee. AERA Division G (2021 - 2021)
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Member - Lifetime Achievement Award Committee, American Educational Research Association's Cultural Historical Special Interest Group (2021 - 2021)
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Member - "Distinguished Contributions to Research in Education" Award Committee, American Educational Research Association (2021 - 2021)
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Chair, Henry Trueba Award Committee, American Educational Research Association Social Contexts of Education Division (2021 - 2021)
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Member, Nominating committee for Vice President, AERA Division K (2020 - 2020)
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Chair, President-Elect and Board Nominating Committee. National Academy of Education. (2020 - 2020)
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Member, Doris Entwisle Early Career Award Committee. American Sociological Association, Sociology of Education Section (2019 - 2019)
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Member, AERA Fellows Selection Committee (2017 - 2019)
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Review Panel Member, Lyle Spencer Research Award program. Spencer Foundation (2017 - 2019)
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Consensus Study Panel: "Fostering the Development & Educational Success of Dual Language Learners", National Academies of Sciences, Engineering and Medicine (2015 - 2016)
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Chair, Henry Trueba Award for Research Leading to the Transformation of the Social Contexts of Education. AERA Division G (2014 - 2015)
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Commissioner, White House Commission on Educational Excellence for Hispanics (2011 - 2017)
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Member at-Large, AERA Council (2011 - 2013)
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Member, AERA Executive Council (2010 - 2013)
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Member, Equity and Excellence Working Group. National Academy of Education White Paper Initiative. (2008 - 2009)
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Working Group Member, Teaching Diverse Students Initiative. Southern Poverty Law Center. (2006 - 2008)
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Juror, Eloísa de Lorenzo Award - Excellence in special education research in the American continent. Organization of American States and the University of Kansas (1995 - 1995)
Professional Education
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Ph.D., University of Virginia, Education/Special education. (1992)
Research Interests
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Educational Policy
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Equity in Education
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Immigrants and Immigration
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Poverty and Inequality
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Special Education
2024-25 Courses
- CSRE Graduate Student Interdisciplinary Seminar
CSRE 303 (Aut, Win, Spr) - RILE Colloquium on Race, Inequality, and Language in Education
EDUC 489 (Aut) - Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices
AFRICAAM 106, CSRE 103B, EDUC 103B, EDUC 337 (Win) -
Independent Studies (4)
- Directed Reading
EDUC 480 (Aut, Win, Spr, Sum) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr, Sum) - Directed Research
EDUC 490 (Aut, Win, Spr, Sum) - Directed Research in Education
EDUC 190 (Aut, Win, Spr, Sum)
- Directed Reading
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Prior Year Courses
2023-24 Courses
- (Re)Framing Difference: Interdisciplinary Perspectives on Disability, Race and Culture
AFRICAAM 442, CSRE 343, EDUC 442, FEMGEN 442, PEDS 242 (Aut) - CSRE Graduate Student Workshop Series
CSRE 303 (Win, Spr) - RILE Colloquium on Race, Inequality, and Language in Education
EDUC 489 (Win)
2022-23 Courses
- RILE Colloquium on Race, Inequality, and Language in Education
EDUC 489 (Win) - Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices
AFRICAAM 106, CSRE 103B, EDUC 103B, EDUC 337 (Spr)
2021-22 Courses
- (Re)Framing Difference: Interdisciplinary Perspectives on Disability, Race and Culture
AFRICAAM 442, CSRE 343, EDUC 442, FEMGEN 442, PEDS 242 (Aut) - Legalistic Precedents for Gender/Sexuality and Racial Disparities
CSRE 12SL (Spr) - Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices
AFRICAAM 106, CSRE 103B, EDUC 103B, EDUC 337 (Win) - Re-Examining Special Education through Multiple Lenses
CSRE 340, EDUC 440, PEDS 240 (Spr)
- (Re)Framing Difference: Interdisciplinary Perspectives on Disability, Race and Culture
Stanford Advisees
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Doctoral Dissertation Reader (AC)
Oswaldo Rosales -
Doctoral Dissertation Co-Advisor (AC)
Shameeka Wilson -
Doctoral (Program)
Daniela Gamboa Zapatel, Kristen Jackson, Gabriela Lopez, Chris Plantinos
All Publications
- Disability as an afterthought: Probing the invisibility of ability differences in interdisciplinary advances in learning. Review of Research in Education Review of Research in Education 2024; 47: 202-212
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The value of variation: Embracing heterogeneity in intervention research. Teachers College Record
Teachers College Record
2024
View details for DOI 10.1177/01614681241276956
- The aftermath of disproportionality citations: Situating disability-race intersections in historical and spatial contexts American Educational Research Journal 2023; 60 (2): 367-404
- The Future of Education Research at the Institute of Education Sciences: Advancing an Equity-Oriented Science [Committee Member] National Academies Press. 2022
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Interdisciplinary notes on the dual nature of disability: Disrupting ideology-ontology circuits in racial disparities research
Literacy Research: Theory, Method, and Practice
2022
View details for DOI 10.1177/23813377221120106
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Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study
LEARNING CULTURE AND SOCIAL INTERACTION
2021; 31
View details for DOI 10.1016/j.lcsi.2021.100569
View details for Web of Science ID 000725564800001
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Unpacking the Logic of Compliance in Special Education: Contextual Influences on Discipline Racial Disparities in Suburban Schools
Sociology of Education
2021: 1-19
View details for DOI 10.1177/00380407211013322
- Wrestling with the paradoxes of equity: A cultural-historical re-framing of technical assistance interventions Multiple Voices 2020; 20 (1): 5-15
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Fourteenth Annual Brown Lecture in Education Research: Reenvisioning Equity Research: Disability Identification Disparities as a Case in Point
EDUCATIONAL RESEARCHER
2019; 48 (6): 325–35
View details for DOI 10.3102/0013189X19871949
View details for Web of Science ID 000484594600001
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Promoting the Educational Success of Children and Youth Learning English: Promising Futures
PROMOTING THE EDUCATIONAL SUCCESS OF CHILDREN AND YOUTH LEARNING ENGLISH: PROMISING FUTURES
2017: 1-507
View details for DOI 10.17226/24677
View details for Web of Science ID 000458481500015
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Objects of Protection, Enduring Nodes of Difference: Disability Intersections With "Other" Differences, 1916 to 2016
REVIEW OF RESEARCH IN EDUCATION, VOL 40: EDUCATION RESEARCH: A CENTURY OF DISCOVERY
2016; 40: 777–820
View details for DOI 10.3102/0091732X16680606
View details for Web of Science ID 000399980500022
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Untangling the Racialization of Disabilities An Intersectionality Critique Across Disability Models
DU BOIS REVIEW-SOCIAL SCIENCE RESEARCH ON RACE
2013; 10 (2): 329–47
View details for DOI 10.1017/S1742058X13000271
View details for Web of Science ID 000330363600003
- Inclusive Education: Examining Equity on Five Continents edited by Artiles, A. J., Kozleski, E. B., Waitoller , F. R. Harvard Education Press. 2011
- The 2011 Wallace Foundation Distinguished Lecture - Toward an interdisciplinary understanding of educational equity and difference: The case of the racialization of ability Educational Researcher 2011
- Learning disabilities’ unsettling intersections: Betwixt learning, cultural, socioeconomic, and environmental deficiencies International Encyclopedia of Education Elsevier. 2023; 4th
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Racial Equity by Design: Forming Transformative Agency to Address the Racialization of School Discipline
URBAN EDUCATION
2022
View details for DOI 10.1177/00420859221081774
View details for Web of Science ID 000760109000001
- Interdisciplinary inequality research in the E/BD field: Animating reflexivity, equity, and intersectionality Journal of Emotional and Behavioral Disorders 2022
- Language, learning and disability in the education of young bilingual children edited by Castro, D., Artiles, A. J. Multilingual Matters. 2021
- Inclusive education in the 21st century: Disruptive interventions Educational Forum 2020; 84 (Special issue editor): 289-390
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Understanding Practice and Intersectionality in Teacher Education in the Age of Diversity and Inequality
TEACHERS COLLEGE RECORD
2019; 121 (6)
View details for Web of Science ID 000466702400012
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Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective
INTERNATIONAL JOURNAL OF EARLY CHILDHOOD
2018; 50 (2): 159–74
Abstract
Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer 'caregiver' in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts.
View details for DOI 10.1007/s13158-018-0223-y
View details for Web of Science ID 000539387400003
View details for PubMedID 30956287
View details for PubMedCentralID PMC6414151
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World Yearbook of Education 2017 Assessment Inequalities Introduction
WORLD YEARBOOK OF EDUCATION 2017: ASSESSMENT INEQUALITIES
2017: 1–11
View details for Web of Science ID 000465304200001
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In search of voice: theory and methods in K-12 student voice research in the US, 1990-2010
EDUCATIONAL REVIEW
2017; 69 (4): 451–73
View details for DOI 10.1080/00131911.2016.1231661
View details for Web of Science ID 000402077900004
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DEVELOPING A CRITICAL SPACE PERSPECTIVE IN THE EXAMINATION OF THE RACIALIZATION OF DISABILITIES
DETERRITORIALIZING/RETERRITORIALIZING: CRITICAL GEOGRAPHY OF EDUCATIONAL REFORM
2017; 8: 191–207
View details for Web of Science ID 000428843000012
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Teacher learning as curating: Becoming inclusive educators in school/university partnerships
TEACHING AND TEACHER EDUCATION
2016; 59: 360–71
View details for DOI 10.1016/j.tate.2016.07.007
View details for Web of Science ID 000383813500032
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Risks and Consequences of Oversimplifying Educational Inequities: A Response to Morgan et al. (2015)
EDUCATIONAL RESEARCHER
2016; 45 (3): 221–25
View details for DOI 10.3102/0013189X16644606
View details for Web of Science ID 000374671700004
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Addressing Special Education Inequity Through Systemic Change: Contributions of Ecologically Based Organizational Consultation
JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION
2015; 25 (2-3): 129–47
View details for DOI 10.1080/10474412.2014.929969
View details for Web of Science ID 000356231800005
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Beyond responsiveness to identity badges: future research on culture in disability and implications for Response to Intervention
EDUCATIONAL REVIEW
2015; 67 (1): 1–22
View details for DOI 10.1080/00131911.2014.934322
View details for Web of Science ID 000345270200001
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The Intersections of Language Differences and Learning Disabilities Narratives in Action
ROUTLEDGE HANDBOOK OF EDUCATIONAL LINGUISTICS
2015: 145–57
View details for Web of Science ID 000350229600012
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Equity Challenges in the Accountability Age Demographic Representation and Distribution in the Teacher Workforce
HANDBOOK OF RESEARCH ON SPECIAL EDUCATION TEACHER PREPARATION
2014: 113–26
View details for Web of Science ID 000340408600008
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A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program
REVIEW OF EDUCATIONAL RESEARCH
2013; 83 (3): 319–56
View details for DOI 10.3102/0034654313483905
View details for Web of Science ID 000322590700001
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PLACEMENT OF CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS IN PROGRAMS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS: CONTEMPORARY TRENDS AND RESEARCH NEEDS
BEHAVIORAL DISORDERS: IDENTIFICATION, ASSESSMENT, AND INSTRUCTION OF STUDENTS WITH EBD
2012; 22: 107–27
View details for DOI 10.1108/S0270-4013(2012)0000022008
View details for Web of Science ID 000304322000006
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Theorizing Racial Inequity in Special Education: Applying Structural Inequity Theory to Disproportionality
URBAN EDUCATION
2011; 46 (6): 1526–52
View details for DOI 10.1177/0042085911416014
View details for Web of Science ID 000300108100014
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Beyond Culture as Group Traits: Future Learning Disabilities Ontology, Epistemology, and Inquiry on Research Knowledge Use
LEARNING DISABILITY QUARTERLY
2011; 34 (3): 167–79
View details for DOI 10.1177/0731948711417552
View details for Web of Science ID 000295204500001
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Grappling with the Intersection of Language and Ability Differences Equity Issues for Chicano/Latino Students in Special Education
CHICANO SCHOOL FAILURE AND SUCCESS: PAST, PRESENT, AND FUTURE 3RD EDITION
2011: 213–34
View details for Web of Science ID 000289282400011
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Grappling with the Intersection of Language and Ability Differences Equity Issues for Chicano/Latino Students in Special Education
CHICANO SCHOOL FAILURE AND SUCCESS: PAST, PRESENT, AND FUTURE, 3RD EDITION
2011: 213–34
View details for Web of Science ID 000306138800011
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What counts as response and intervention in RTI? A sociocultural analysis
PSICOTHEMA
2010; 22 (4): 949–54
Abstract
Response to Intervention (RTI) is being used in districts and states around the United States (U.S.) as a means to enhance learning opportunities and address the needs of struggling learners. Increasing attention to RTI in the research community and the recent creation of a large national technical assistance center reflect its growing visibility. Because equity issues for ethnic and linguistically diverse students are purportedly addressed in RTI models, we conduct a sociocultural analysis of its building blocks, namely the definitions and assumptions embedded in the notions of "response" and "intervention". We used interdisciplinary theoretical and empirical insights about the cultural nature of learning and development to inform our analysis. We discuss how the assumptions of RTI might unintentionally create blind spots for researchers and practitioners about how to design, conduct, and assess learning environments, particularly for diverse students. We conclude with reflections about future directions in this research area.
View details for Web of Science ID 000283093700064
View details for PubMedID 21044537
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The Miner's Canary A Review of Overrepresentation Research and Explanations
JOURNAL OF SPECIAL EDUCATION
2010; 44 (1): 29–49
View details for DOI 10.1177/0022466908329226
View details for Web of Science ID 000276462100003
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Justifying and Explaining Disproportionality, 1968-2008: A Critique of Underlying Views of Culture
EXCEPTIONAL CHILDREN
2010; 76 (3): 279–99
View details for DOI 10.1177/001440291007600303
View details for Web of Science ID 000275829300003
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Back to the Future: A Critique of Response to Intervention's Social Justice Views
THEORY INTO PRACTICE
2010; 49 (4): 250–57
View details for DOI 10.1080/00405841.2010.510447
View details for Web of Science ID 000282690600001
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Risk, Equity, and Schooling: Transforming the Discourse Introduction
REVIEW OF RESEARCH IN EDUCATION, VOL 33, 2009
2009; 33: VII-XI
View details for DOI 10.3102/0091732X08330002
View details for Web of Science ID 000263704200001
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The Next Generation of Disproportionality Research Toward a Comparative Model in the Study of Equity in Ability Differences
JOURNAL OF SPECIAL EDUCATION
2008; 42 (1): 4–14
View details for DOI 10.1177/0022466907313603
View details for Web of Science ID 000262415800003
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Beyond research on cultural minorities: Challenges and implications of research as situated cultural practice
EXCEPTIONAL CHILDREN
2008; 74 (3): 309–27
View details for DOI 10.1177/001440290807400303
View details for Web of Science ID 000253442800004
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The Antinomies of Global English and National Pedagogies EDITORS' INTRODUCTION
INTERNATIONAL MULTILINGUAL RESEARCH JOURNAL
2007; 1 (2): 57–60
View details for DOI 10.1080/19313150701495520
View details for Web of Science ID 000435157800001
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Forging a knowledge base on English Language Learners with special needs: Theoretical, population, and technical issues
TEACHERS COLLEGE RECORD
2006; 108 (11): 2187–94
View details for DOI 10.1111/j.1467-9620.2006.00778.x
View details for Web of Science ID 000241390400001
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Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead
THEORY INTO PRACTICE
2006; 45 (3): 260–68
View details for DOI 10.1207/s15430421tip4503_8
View details for Web of Science ID 000239651300007
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English language learners who struggle with reading: Language acquisition or LD?
SAGE PUBLICATIONS INC. 2006: 108–28
Abstract
We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement.
View details for DOI 10.1177/00222194060390020101
View details for Web of Science ID 000236043900002
View details for PubMedID 16583792
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Learning in inclusive education research: Re-mediating theory and methods with a transformative agenda
REVIEW OF RESEARCH IN EDUCATION 30, 2006
2006; 30: 65–108
View details for DOI 10.3102/0091732X030001065
View details for Web of Science ID 000248297800004
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Within-group diversity in minority disproportionate representation: Engish-language learners in urban school districts
EXCEPTIONAL CHILDREN
2005; 71 (3): 283–300
View details for DOI 10.1177/001440290507100305
View details for Web of Science ID 000227365800006
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The end of innocence: Historiography and representation in the discursive practice of LD
JOURNAL OF LEARNING DISABILITIES
2004; 37 (6): 550–55
Abstract
In this article, I discuss two interrelated sets of challenges that the discursive practice of learning disability (LD) will need to address, namely, issues associated with the development of a historiography of special education and a more complex understanding of representation issues. I use social theory to address these challenges and raise questions the LD field will need to grapple with as we move toward the consolidation of discursive practices.
View details for DOI 10.1177/00222194040370061001
View details for Web of Science ID 000225050100010
View details for PubMedID 15586474