Scholarly Agenda
As the new Part 154 regulations are implemented throughout NYS, I am interested in determining their impact on the assessment and classification of English Language Learners with special needs. This research consists of interviews with and surveys completed by school psychologists, who administer the various assessments when there is a suspected disability. The disproportionate enrollment of English Language Learners in special education is an area of interest as we need to work on improved classification procedures to best meet the needs of all students. I additionally aim to continue to explore the practice of foreign language exemption through quantitative research to determine the rates at which students are exempted within New York State and the United States at the secondary level.
Dissertation Research
As a New York State Certified 1-12 Spanish teacher, I was successful in building an inclusive environment for students with learning disabilities, but when I began my doctoral studies and sought further research on the topic, little could be found about the experiences of students with learning disabilities learning a foreign language. My dissertation, entitled “Negotiating Language Learner Identities: Students with Disabilities in the Foreign Language Learning Environment”, explored these experiences through ethnographic case studies. This research provides insight into the practice of LOTE exemption in New York State where students are denied access to foreign language courses due to their learning disabilities, perpetuating an environment of inequality.
Research & Grants
Present. Examining the Impact of Part 154 Regulations on the Assessment and Classification of ELLs with Special Needs.
2016-2017. Project TRIAD (Integrated Triad Teaching)
2013-2014. Students with Disabilities in the Foreign Language Learning Environment. (Dissertation).
Fall 2013. Co-Teaching at the University Level
Spring 2013. The Enactment Effect in L2 Classroom: A Microethnography
2013. Perceptions of L2 Educators regarding Students with Learning Disabilities
Fall 2012. Perceptions of Special Education Teacher on L2 Learning
Fall 2012. Authentic Materials and Culture in IB Second Language Learning Environment
Spring 2012. Reflective Teaching in Cultural Incorporation in Middle School L2 Teaching
Spring 2012. Humor through Dissonance: A Discourse Analysis of a Popular Satire
2016-2017. Project TRIAD (Integrated Triad Teaching)
2013-2014. Students with Disabilities in the Foreign Language Learning Environment. (Dissertation).
Fall 2013. Co-Teaching at the University Level
Spring 2013. The Enactment Effect in L2 Classroom: A Microethnography
2013. Perceptions of L2 Educators regarding Students with Learning Disabilities
Fall 2012. Perceptions of Special Education Teacher on L2 Learning
Fall 2012. Authentic Materials and Culture in IB Second Language Learning Environment
Spring 2012. Reflective Teaching in Cultural Incorporation in Middle School L2 Teaching
Spring 2012. Humor through Dissonance: A Discourse Analysis of a Popular Satire
"There is no separation between intellectual inquiry and social responsibility" - Gerald Campano (2007)