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DisCrit has illuminated the interconnectivity of racism and ableism, though the experiences of undocumented youth and families enrolled in special education are largely unknown. In this paper, we explore the experiences of students at the intersection of disability and migratory status, examining the interplay of fear, schooling, and language use as students pursue college. We use DisCrit to help us understand historical patterns surrounding citizenship and how race, ableism, and documentation status continue to intersect and shape the acknowledgment of which bodies -- with which papers -- are rendered deserving. Examining interviews with students, researcher memos and fieldnotes, and researcher reflections, we consider the cases of Fernanda, an undocumented high schooler, and Daniel, a 9th grader from a mixed-citizenship status family. We highlight how students at the intersection of migratory status and disability are met with care by teachers and schools, yet remain unsupported in several domains. We also highlight how students experience the movement from entitlement to eligibility in schools, and discuss complications surrounding documentation of disability for disclosure and language. In light of our findings, we suggest implications for research and practice. [This article is published in "Race, Ethnicity and Education" (EJ1309604).]

How do we recruit strong and diverse teachers who are committed to teaching in complex, underfunded schools? How do we prepare them, both in terms of their skills and mindsets, to feel responsible for reaching and teaching all of the learners in their classrooms? And how do we prepare them to be capable and confident enough that they feel successful in their classrooms, such that they remain teaching in historically underfunded schools? This article offers one model of how a university-based teacher residency has sought to address these urgent questions and shares insight into iterative practices around the recruitment, enrollment, teaching, support, and graduation of highly diverse cohorts of aspiring teachers.

Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities, based on secondary analysis of the National Longitudinal Transition Study (NLTS) 2012. Results demonstrated that these students' experiences were similar to other students with disabilities except that, according to parents, the transition component of the individualized education program (IEP) was likely to be developed by school personnel, with little input from students and family members, and necessary information about careers and financial aid was lacking. These findings underscore the intersectional identities and related experiences of this population and the implications for policy, transition education, and school services.

Secondary educators implement an array of work-based learning activities that expose transition-age students to the demands of post-secondary employment. One such strategy, internships, provides students with a formal opportunity to acquire transferable employment skills that lead to meaningful post-secondary employment outcomes. Facilitating internships for transition-aged students with disabilities, however, presents challenges for educators because internships often involve complicated and sometimes ambiguous labor laws, regulations, and provisions. This article provides secondary educators with information about how to facilitate unpaid and paid internships for students with disabilities that align with requirements established by the Fair Labor Standards Act. The article provides a case study to illustrate how schools can develop both unpaid and paid internships and concludes with recommendations for best practices.

As Twitter's (or X's) influence permeates aspects of education, researchers must consider how to ethically and effectively leverage the unique types of data that this social media platform offers. This paper provides recommended methodological practice considerations for working with qualitative Twitter data toward the advancement of education research. To inform our methodological protocol, we draw from a larger study that investigated disability disclosure during graduate school on Twitter. We use examples from our study to highlight similar protocol considerations that future researchers might take when working with qualitative Twitter data, including use of the website's advanced search feature and use of multifaceted analysis approaches for capturing this data's often unique complexity. We further provide ethical considerations for conducting social media research in education. Finally, we discuss the utility of the practices described in this article for moving education research forward via qualitative Twitter data. [ABSTRACT FROM AUTHOR]

Whether to use spoken English for the instruction of American Sign Language (ASL) is a pedagogical debate for those teaching hearing second language learners. Previous investigations have found the use of learners' first language to be beneficial for vocabulary acquisition. Studies on sign languages, however, have found that a class taught completely using signs is more beneficial than a class that incorporates spoken English, although the cognitive theory of multimedia learning argues that receiving input in various modalities fosters learning. In the present study, the efficacy of voice-on or voice-off instruction for acquisition of ASL vocabulary is examined. Twenty-six hearing adult students in an ASL class received either voice-on (spoken English) or voice-off (ASL only) instruction for 13 vocabulary items. They completed a comprehension test in the pretest, immediate posttest, and delayed posttest, as well as a production test in the immediate and delayed posttest. The results showed significant improvements over time for both conditions for comprehension and production; however, no differences between the two conditions were observed.