Left Behind: Remote Learning and Bilingual Students with Disabilities

New article from Chalkbeat New York. At long last, Reema Amin’s article places the spotlight on the continued exclusion and marginalization of bilingual/English learners with disabilities and their families. With a long history of subtractive language programming in public schools, it is no wonder that the nation continues to grapple to meet the unique language and disability needs of learners. As a subgroup of the fastest growing population of school-age learners in the U.S., schools need to build on and sustain the cultural and linguistic assets of learners rather than fight a losing battle to replace them.



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