Remote Schooling Supports for Linguistically Diverse Parents of Students With Disabilities

María Cioè-Peña

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


Remote schooling has increased in prevalence. Although remote schooling may feel novel, remote and online educational requirements have been consistent parts of the educational landscape for years. Remote schooling increases learning opportunities within the home, magnifying the need for home–school collaborations to support the academic and socio-emotional development of marginalized learners in urban settings, particularly multiply marginalized learners such as students classified as English learners who also have a high incidence disability (e.g., learning disability, speech and language impairment, autism spectrum disorder). Much policy and practice around remote schooling centers on ensuring students have access to devices and technology; little consideration is given to what happens after devices are distributed, especially within culturally and linguistically diverse households. This paper explores considerations to be made before, during, and after engaging in remote schooling, whether it is for short- or long-term use, to ensure that students who are dually classified are not digitally excluded during remote schooling.

Original languageEnglish
Pages (from-to)110-117
Number of pages8
JournalIntervention in School and Clinic
Issue number2
StatePublished - Nov 2022


  • English learners
  • remote schooling
  • special education
  • technology


Dive into the research topics of 'Remote Schooling Supports for Linguistically Diverse Parents of Students With Disabilities'. Together they form a unique fingerprint.

Cite this