ABSTRACT
The purpose of this chapter is to explore choice-making as intellectual agency for students with disabilities who are also English learners. Using a qualitative case study design, we documented choices learners made during a unit about leadership and media influences leading up to World War II. Learners exercised agency over with whom to collaborate, materials and modes of learning (online versus in person), and how to manage their learning time inside and outside school. The findings demonstrate that diverse learners are capable of participating in blended learning environments where there is structure, but also substantial space for learner control.
