Multilingual learners (MLLs) have been underserved in U.S. schools due to siloed infrastructures, fragmented policies, and enduring deficit ideologies. Educational systems continue to frame MLLs’ learning difficulties in binary terms—language acquisition or disability—ignoring the complex sociocultural, historical, and institutional contexts that shape these learners’ experiences. We highlight the fractured coordination between IDEA and ESSA and the consequences for MLLs’ educational trajectories. We propose an interdisciplinary, proleptic analytical frame to inspire future research at the intersections of language and ability differences. The framework invites the research community to reimagine the boundaries and intersections of language and ability in worlds of difference. Grounded in cultural historical theory, learning sciences, raciolinguistics, and an interdisciplinary critical perspective on disability, our framework centers students’ lived experiences, fluid identities, and future aspirations. The analytical framework outlines four guiding commitments for researchers: (1) reconceptualizing language and language use; (2) documenting the heterogeneity and fluidity of MLL identities; (3) historicizing intersections of language, disability, and race; and (4) designing equity-driven infrastructures to challenge deficit paradigms. Our framework invites scholars to co-design studies with school teams, MLLs, and their families in ways that affirm cultural knowledge, honor linguistic repertoires, and build more just educational futures.

How are children researched and represented in the literature on early intervention and early childhood special education (EI/ECSE)? Utilizing DisCrit and Disabled Childhood Studies as analytical frameworks, we addressed this question through a multi-stage systematic review of the three selected EI/ECSE-focused journals from 2015 to 2023. A total of 136 articles were reviewed, including 32,987 children under the age of 6. Our findings, based on reported sociodemographic characteristics, indicate that the prevalent image of the published child is that of a White, male, monolingual English speaker and a non-disabled or child labeled with autism. Analysis of participant characteristics in studies that reported race/ethnicity and gender revealed an overrepresentation of boys, Black, and multiracial children. Furthermore, 95% of the studies employed a quantitative research design, including single-case designs, which signals the devaluation and underutilization of qualitative and mixed-methods research. Understanding how children are studied in EI/ECSE is crucial, as journals and researchers serving as epistemological gatekeepers may create distorted cumulative knowledge about children, affecting practices and policies. Our review also enabled us to document the cyclical, interconnected nature of deficit-based epistemic frameworks, which influence what is perceived as problematic and subject to intervention. We advocate for action throughout the research-to-practice and research-to-policy pipelines, urging the EI/ECSE field to promote the equitable and dignified development of cumulative evidence regarding children’s learning, development, and participation in research.

Interpretation practices in Early Intervention and Early Childhood Special Education (EI/ECSE) are critical to delivering services to Spanish-speaking Latinx families raising emergent bilinguals labeled as disabled (EBLADs). This study examines the experiences and perspectives of Spanish-speaking mothers, their interpreters, and their bilingual and monolingual EI/ECSE providers to understand interpreting practices. Using intersectional theoretical frameworks of Disability Studies Critical Race Theory (DisCrit) and Raciolinguistics, we employed a case study approach to examine interpretive practices within the boundaries of an EI/ECSE system. Our study uncovered several barriers to providing effective interpretation practices within EI/ECSE services, such as the institutional failure to prioritize time for preparation, collaboration, and resource allocation to support EI/ECSE providers and interpreters, resulting in fragmented services to racialized families needing interpretation support. Our study also found recommendations to reimagine interpretation services, such as prioritizing prepping time with interpreters and investing in culturally responsive professional development. Our findings highlight the need to reimagine how EI/ECSE interpretation services are operated to fulfill their promise and federal obligation to provide responsive and family-centered interpretation services to families needing interpretation.

This blended pilot-empirical and theoretical manuscript documents a reflective journey undertaken by a group of early childhood teacher educators located across different regions of the United States as they examined their course design, materials, and syllabi construction. Grounded in reflective practice, intersectionality, and critical pedagogy, their collaborative endeavor necessitated profound self-examination and recognition of oppressive structures inherent within the field and reproduced throughout course syllabi, thereby perpetuating societal inequities inside and outside the classroom context. Their iterative, evolving effort resembled a reflective consultation group, marked by continuous self-reflection, challenging assumptions, and transforming actions, vividly portrayed in their vignettes. A nonlinear spiral model emerged as a visual representation of the multiple entry points into an ongoing process-highlighting access points that encourage curiosity and interrogation of academic syllabi and course content. The inclusive nature of this inquiry invites faculty members and practitioners to confront racism, ableism, and other systems of domination, amplify marginalized scholarship, and redefine early childhood education-related fields, including the Infant and Early Childhood Mental Health landscape. It also underscores the imperative of sustained introspection and collaborative action in nurturing equity.

How do special education-related professionals parenting children with disabilities experience the special education system? This qualitative exploratory study delves into the experiences of 25 mother-educators who are special education-related professionals navigating the special education system for their children with disabilities. Through thematic analysis, our findings elucidate how the special education system perpetuates inequitable practices. The study describes four central themes: (1) the nuanced role of mother-educators' expertise, (2) the capacity and willingness of school staff to serve children with disabilities, (3) the inherent inequalities within the special education system, and (4) the role of advocacy. Most of these mother-educators could occasionally leverage social, cultural, and economic capital to advocate and secure services for their children. However, despite their ability to leverage such resources and extensive knowledge about their children and the special education system, these mother-educators encountered numerous challenges in advocating for and securing services for their children. We discuss the implications of our findings for federal mandates on family engagement and caution against the deficit-based nature of special education. Furthermore, we propose recommendations for fostering more equitable approaches within the system. This study underscores the need for systemic changes to ensure that all children with disabilities receive the support and services they deserve.

This chapter chronicles the transformative journey of a group of early childhood education (ECE) teacher educators as they critically examined the construction of early childhood teacher preparation courses. Rooted in critical pedagogy, their process demanded deep self-reflection and an acknowledgement of the oppressive systems within the field. Initially pursuing a linear checklist approach to cultivating inclusive practices, the team's extensive discussions and readings revealed the limitations of this method. Instead, they embraced a non-linear, formative spiral model, reflecting ongoing learning and reflection over time. Divided into four elements–identity and self-reflection, course syllabi, course design, and course content–-their approach aims to inspire faculty to confront biases, elevate marginalized voices, and reshape the ECE landscape. The authors invite readers into this ongoing journey, emphasizing the need for continuous introspection and collective effort to foster equity and inclusion in ECE.

In this article, we explore how educational leadership, administration, and special education students can effectively use Coordinated Early Intervening Services (34 CFR §300.226) funding. These funds, available under IDEA Part B, aim to address racial disproportionalities in educational opportunities. Through a case study, we examine how a school principal navigates the complexities of using IDEA Part B funds for academic and behavioral support services. It highlights the challenges school leaders face and suggests activities to help educators address the root causes of racial/ethnic disproportionality in student identification, placement, and disciplinary actions.

The 4th edition of the National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. "Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research." In Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue, edited by S. Kessler, and E. B. Swadener, 3-20. New York, NY: Teachers College Press.; Cannella [1997]. Deconstructing Early Childhood Education: Social Justice and Revolution. New York, NY: Peter Lang.; Escayg [2019]. "Who's got the Power?": A Critical Examination of the Anti-Bias Curriculum." International Journal of Child Care and Education Policy 13 (1): 1-18. https://doi.org/10.1186/s40723-019-0062-9.; Langford [2010]. "Critiquing Child-Centered Pedagogy to Bring Children and Early Childhood Educators Into the Center of a Democratic Pedagogy." Contemporary Issues in Early Childhood 11 (1): 113-127. https://doi.org/10.2304/ciec.2010.11.1.113.; P & eacute;rez and Saavedra [2017]. "A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s." Review of Research in Education 41 (1): 1-29. https://doi.org/10.3102/0091732X16688621.; Souto-Manning and Rabadi-Raol [2018]. "(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children." Review of Research in Education 42 (1): 203-225. https://doi.org/10.3102/0091732X187595.), the new edition continues to centre dominant developmental approaches where adults hyperfocus on children's differences or individual characteristics rather than on changing educational structures and practices that promote inequity (Ferri and Bacon [2011]. "Beyond Inclusion: Disability Studies in Early Childhood Teacher Education."). The revised guidelines do not go far enough to address inequity and to give teachers and programmes tools for addressing injustice for all young children. This manuscript builds on previous critiques of DAP by explicitly addressing the exclusion of disabled children from the guidelines.

A family-centered early intervention (EI) approach mandated by the Individuals with Disabilities Education Act (IDEA) Part C, means involving parents fully in EI and ensuring they know their legal rights and responsibilities for participating. However, many parents report difficulty accessing information and decision-making in EI. IDEA mandates all jurisdictions provide parents with a procedural safeguard notice (PSN) outlining parents' rights and advocacy processes. Yet, it is unclear to what extent PSNs are accessible, particularly to parents with marginalized identities. This study analyzed PSNs from 56 Part C jurisdictions for the components required by law, understandability to the general public, and availability in multiple languages. The PSNs generally did not include all required information, necessitated grade-levels above high school, minimally attended to plain language, and were infrequently available in non-English languages, suggesting that many parents are prevented from information about EI. PSNs, therefore, are a source of bias in Part C.

While the current literature on Niceness in higher education has examined the discourses and practices of Niceness in academic spaces, making it more identifiable, less is known about how minoritized faculty navigate and disrupt the culture of Niceness. The purpose of this article is to offer a resistance-based framework to combat academia’s Niceness culture through the lens of the authors. Using theory in the flesh as theory and methodology, we use collaborative autoethnography to conceptualize Whisper Care to give language and articulate an orientation and philosophy rooted in Kindness. Our findings present a process to confront Niceness while guiding, supporting, and protecting each other in higher education institutions. We conclude with implications for future research and practice for faculty and higher education leaders.

Existing literature documents the importance and difficulty of serving families under a family-centered approach in Early Intervention/Early Childhood Special Education (EI/ECSE). However, less is known about the collective systematic experiences of those families. Through a qualitative metasynthesis of 15 empirical studies, we unveiled how EI/ECSE systems reproduced and/or reduced inequitable practices and that the promise of a family-centered approach is not experienced by all families and children. At a macro-level, a series of structural (e.g., racism, ableism) and social (e.g., access to various capital) factors shaped access to and the quality of services. At a micro-level, a series of facilitators (e.g., parents as experts) and barriers (e.g., disrespectful interactions) shaped everyday access to services and opportunities for meaningful collaboration between parents and service providers. Current gaps in the literature, implications for policy and practice, and recommendations for future research are addressed.

This study explores challenges faced by young adults with intellectual and developmental disabilities (IDD) and their families enrolling in inclusive post-secondary education (IPSE) programs during COVID-19. The benefits of attending IPSE programs are well-documented, but this group is disadvantaged accessing post-secondary education and employment. The heightened risk of COVID-19 for people with IDD further complicates decision-making. Through interviews with 11 students with IDD and 10 parents, the study explores decisions about enrolling in IPSE, highlighting the importance of access to alternative options, expectations during the pandemic, and the ability of IPSE programs to adapt to future challenges, notably online options.

Objective Identify the role(s) and support(s), if any, that family members provide to first-generation and historically marginalized doctoral students, including strengths and challenges of this support.Background Nonfinancial family support is important for the success and retention of first-generation and historically marginalized graduate students. More empirical studies of the role(s) and support of family members of these doctoral students are needed.Method During an intervention designed for first-generation and historically marginalized doctoral students and their families, we conducted four focus groups with doctoral students (n = 22) and three focus groups with the family members they chose to accompany them (n = 15). Transcripts were analyzed using thematic analysis.Results Two themes emerged from the data: support and connection. In addition to providing distinct types of support, families play both supportive and connective roles. There are challenges to family roles and support in areas such as communication, doctoral student stress, and different ways that family members and doctoral students think about and approach life.Conclusion The study provided key insights to understanding the roles and support of family of doctoral students; more efforts are needed across graduate schools in the United States.Implications Family science faculty and graduate schools may collaborate to provide meaningful interventions for graduate students and their families for the goal of promoting graduate student retention and success.

The Individual with Disabilities Education Act specifies that families should be include in the special education process and they must provide informed consent. However, families from Spanish-speaking backgrounds, often report barriers to participation. In this study, we provided a forum for Spanish-speaking families to tell their stories using multiple methods to uncover the experiences of 39 Latine caregivers of young children with disabilities. Family experiences reported on a survey and during focus groups are summarized in three areas: evaluation, eligibility determination, and service provision. While most families agreed on surveys that they were satisfied with EI/ECSE practices in their child's case, during focus groups families frequently described reduced access to information about EI/ECSE, lack of support for the home language, feeling excluded from their child's educational planning, and, in some cases, delays in services. Families also shared the importance of self-advocacy in EI/ECSE and the value of support from community advocates, including EI/ECSE professionals. Implications for policy and practice are presented.

Adolescence is a time of rapid growth and development and may be accompanied by increased risk-taking behaviors and independence. Youth are particularly at risk for high levels of stress, decreased physical activity, unsafe sexual activity, abuse, depression, and suicide. Considering the unique health risks adolescents face, healthcare service access and utilization can play a pivotal role in promoting positive long term health outcomes throughout adulthood. At the same time, adolescents must often rely on parents/caregivers to mediate their healthcare access. Understanding how adolescents perceive adult interactions within healthcare is important for developing interventions that increase youth access to healthcare. We found that adolescents perceived adult-mediated healthcare experiences as either supportive (Subthemes: Recognition Builds Trust and Validation) or unsupportive (Subthemes: Adult-Focused Communication and Lack of Privacy). Based on our findings, we argue that prevention-focused interventions should include communication-based strategies. We discuss social work and healthcare practice and policy implications of these findings.

Youth violence is a pressing problem in the United States (US) with multiple contributors. Some violence involving US youth can be linked to a larger global epidemic of youth violence in Latin America and in Central America, specifically. Hemispheric histories of violence fueled by a century of US resource extraction and intervention, and other factors such as internal economic and political strain, contribute to present-day migration from Central America to the US. Addressing the intricate problems of US youth violence and migration requires multi-systemic prevention programs to address youth violence in families, schools, and communities in Central America. One such example is Miles de Manos (MdM; “Thousands of Hands”). MdM is intended to target risk and protective factors related to migration from Central America to the US. It is a multi-modal, culturally-specified and community-based violence prevention intervention for elementary-school aged children, their families, and children’s teachers and school staff. Data collected during pilot trials indicate promise in terms of MdM increasing positive teacher and parent behaviors that promote prosocial behaviors and reduce problem behaviors in youth. Outcomes due to MdM for youth, parents and other caregivers, and teachers are currently being examined in a randomized controlled trial in Tegucigalpa, Honduras.

A substantial achievement gap, with culturally and linguistically diverse (CLD) students falling behind native-English-speaking White peers, has been widely documented in research as well as government reports. However, a corresponding discipline gap has not been evident due to the various labels and methods used for identifying specifically English learners (ELs) or Emergent bilingual (EB) students, variation in their proficiency levels of English, and the difficulty in determining who may or may not have a disability. Considerable work remains on how to raise the overall academic and behavior outcomes of EB students. This paper outlines best practices in a multi-tiered system of support and promotes an asset-based approach, which provides the foundation for educators to create equitable education opportunities.