Term
Fall 2025
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Jana Lo Bello Miller and Betsy Parrish
Content Expert
Angela Froemming
Abstract
The research question addressed in this project is : “How can multilingual teachers successfully co-teach with special education teachers in delivering effective genre-based pedagogy in literacy?” This capstone project addresses the critical educational gap facing dual-identified students–English learners (ELs) with significant disabilities–who require specialized support for both language development and disability-related needs. Despite federal mandates requiring both services, over 832,000 dual-identified students enrolled in U.S. public schools often fall through academic gaps due to fragmented services and deficit-based approaches that fail to recognize their intersectionalities. Teachers report feeling underprepared at ensuring these students have equal access to classroom curriculum. The paper and project explores how multilingual and special education teachers can successfully collaborate to deliver effective genre-based instruction that honors students’ intersectional identities. Drawing primarily from Kimberlé Crenshaw's intersectionality framework, which examines how multiple social identities create unique experiences of discrimination and privilege, the study also incorporates Universal Design for Learning (UDL) principles for creating accessible curriculum and Michael Halliday's systemic functional linguistics theory. The project integrates genre-based pedagogy with a Federal Setting IV special education classroom’s existing Unique Learning Systems curriculum to develop a procedural genre writing unit that fulfilled twelfth grade standards. It includes accommodations for students with autism spectrum disorder and developmental cognitive delay disorder and has leveled materials for differing ability levels. It is designed as a ready-to-use unit for teachers with limited preparation time. The goal of the project is to demonstrate that dual-identified students can engage in rigorous academic writing when instruction is designed through asset-based, intersectional lenses.
Project Type
Curriculum
Keywords
Curriculum, ESL/ ELLs, Special Education, Genre
Recommended Citation
Nik Rushdi, Khaulah, "Effective Genre-Based Pedagogy in Co-taught Literacy Classes for Dual-Identified Students" (2025). School of Education and Leadership Student Capstone Projects. 1152.
https://digitalcommons.hamline.edu/hse_cp/1152
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects