Inclusive Special Education Practices within A Dual Language Community of Learners

Despite the rise of dual language education programs in the United States, students with disabilities remain underserved due to negative perceptions and lack of inclusive design. In Massachusetts, no dual language inclusion programs fully integrate students with diverse needs. This dissertation explores the urgent need for trained bilingual special educators in Spanish dual language programs and highlights systemic barriers to inclusivity. It emphasizes the gap in specialized bilingual teacher training and advocates for culturally and linguistically responsive education models.