ABSTRACT
With the edupolitical landscape residing in the age of accountability and globalization, inclusive classrooms create enormous pressures for educators to fully include all students – equitably. Regrettably, despite a large societal consensus for inclusive learning environments, a commitment to ubiquitously construct inclusive practices and structures is frequently illusive. Albeit not the only student populations, inclusion is most urgently a key dimension in the education of underserved groups such as Emergent Bilinguals (EBs), transnational student populations, students experiencing poverty, racialized minority students, students with (dis)abilities, and the intersectionalities of such. The chapter explores inclusion for EBs with (dis)abilities in dual language bilingual education (DLBE) by centering on recruitment, access, and structural and language ideologies.
