DISABLING LANGUAGE: THE OVERREPRESENTATION OF EMERGENT BILINGUAL STUDENTS IN SPECIAL EDUCATION INNEW YORK AND ARIZONA.

The article explores restrictive language policies contribute to the overrepresentation of emergent bilingual students in special education in New York and Arizona. It mentions the U.S. Individuals with Disabilities Education Act (IDEA) and state laws regarding English Language Learners (ELLs). It also mentions variation across school districts on overrepresentation of emergent bilingual students and Latinx students in special education.