Research

“I Feel Like I’m Safe Again:” A Discussion of Middle Grades Organizational Structures from the Perspective of Immigrant Youth and Their Teachers

By: Kathleen Brinegar

As the number of immigrants and refugees grows in the United States, the linguistic and cultural diversity that comprises the middle grades classroom continues to increase. Given the need for resources and specific attention to linguistic and cultural strategies for these populations, this three-year ethnographic study examined the schooling experiences of young adolescent immigrant and

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Equity, Access, and Inclusiveness: Supporting Deaf and Hard-of-Hearing Young Adolescents in the Mainstreamed Middle School Classroom

By: Alicia Wenzel, Patrick Graham

Research Summary Introduction The numbers of deaf and hard of hearing (D/HH) students mainstreamed in classrooms today is growing (Kelman & Branco, 2009). More than 87% of D/HH students receive instruction in general education classrooms (U.S. Department of Education, 2015). Within the D/HH student population, more than 40% are students with disabilities, also referred to

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