Dr. Maria Cioè-Peña Publishes Article on Remote Schooling for Linguistically Diverse Parents of Students with Disabilities

Dr. Maria Cioè-Peña, Assistant Professor in the Educational Foundations Department, recently published an article entitled, “Remote Schooling Supports for Linguistically Diverse Parents of Students With Disabilities” in Intervention in School and Clinic.

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 disabilities (e.g., learning disability, speech and language impairment, autism spectrum disorder).

Her work supports ‘teachers in building remote schooling experiences that are supportive of culturally, linguistically, and neurodiverse children and that work in tandem with the home and the family, this article explores considerations that can be made before, during, and after engaging in remote schooling. The aim is to offer context around the experiences of parents who are culturally and linguistically diverse (CLD) in urban settings followed by strategies that can be implemented to maximize student opportunities to learn, ensure remote learning is accessible and equitable regardless of language use, and support home-school collaborations that transcend brick and mortar settings.”

Dr. Cioè-Peña’s work is very intersectional and touches on the following areas: Disability Studies, Inclusion, Special Education, Bilingual Education, Translanguaging, Urban Education, Latinx issues, Mothering/Motherhood, Immigrant issues, and Descriptive Inquiry.