Ableism, gentrification, and the exclusion of multilingual learners with disabilities from bilingual education programs

This mixed-methods study investigates the access of multilingual learners with disabilities (MLwDs) to bilingual education programs in New York City. Despite local policies that establish bilingual education as a right for all multilingual learners, only a small minority of MLwDs are enrolled in bilingual special education programs in city schools, and their access to dual language bilingual education is particularly limited. We found that program placement varies by district and is influenced by district leadership. When bilingual education is available for MLwDs, transitional bilingual education is the favored program model. Qualitative findings reveal that special education compliance often overrides bilingual education mandates, effectively excluding MLwDs from bilingual education. We argue the exclusion stems from policies, programming, practices, and beliefs that are rooted in ableism, and constitutes a form of bilingual education gentrification that marginalizes these students.