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"I Grew Up Latinx & Disabled & I'm Creating the Change I Want to See" - Conchita Hernandez Legorreta

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"I Grew Up Latinx & Disabled & I'm Creating the Change I Want to See" - Conchita Hernandez Legorreta

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https://www.refinery29.com/en-us/2020/09/9985118/blind-latinx-experience-immigrant-disability-rights-metas

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I Grew Up Latinx & Disabled — & I’m Creating The Change I Want To See

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"Many folks are so eager to highlight ableism in communities of color, yet lack a basic analysis of how white supremacy is a root cause that keeps communities of color from accessing information, education, and funding."

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Framework for Inclusion: Physical, Pedagogical and Narrative Accessibility

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Framework for Inclusion: Physical, Pedagogical and Narrative Accessibility

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https://emergingamerica.org/blog/framework-inclusion-physical-pedagogical-and-narrative-accessibility

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Framework for Inclusion: Physical, Pedagogical, and Narrative Accessibility | Emerging America

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A Comprehensive Approach to Full Inclusion Effective implementation for all learners, especially the 7.5 million Special Education students in the United States, requires careful consideration of accessibility. In particular, educators must pay attention to critical accessibility principles:

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Reform to Equal Rights - K-12 Disability History Curriculum

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23 lessons in 7 units from K-12 - 250+ primary sources - focus on inquiry and agency of people with disabilities throughout U.S. history

https://emergingamerica.org/disability-history-curriculum

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Deaf students perform the Star Spangled Banner. c. 1918. J. R. Schmidt, photographer. Library of Congress.

Disability History as Empowerment

Reform to Equal Rights traces evolving struggles across two centuries by people with disabilities for necessary resources for life and work, services, and political and civil rights. The curriculum emphasizes evidence-based student investigation of policy, culture, media, social change, and activism, always emphasizing the actions, experiences, and voices of people with disabilities. Nearly 250 primary sources support inquiry. The curriculum highlights opportunities throughout for students to participate in inclusive civic engagement projects. Lessons integrate with common content: reformers, impacts of wars, immigration, changing roles of government, social movements, and civic engagement. Read about the curriculum principles and design process at Developing a K-12 Disability History Curriculum.

Please share your input

Please tell us what works well and what needs to be improved about Reform to Equal Rights. Link to input form.

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Sign up for the monthly History eNews at the bottom of the page, including news on Disability History Resources and Updates.

Email Rich Cairn rcairn <@> collaborative.org to learn more or to schedule professional development for your network.

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Acknowledgments

Thanks to project historian, Graham Warder, the Easterseals Massachusetts #TeachDisabilityHistory campaign group, and the rest of the project advisory committee. Emerging America is grateful to Laurie Block, Graham Warder, and other creators of the Disability History Museum.

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Reform to Equal Rights - Disability History Curriculum

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Reform to Equal Rights traces evolving struggles across two centuries by people with disabilities for necessary resources for life and work, services, and political and civil rights. The curriculum emphasizes evidence-based student investigation of policy, culture, media, social change, and activism, always emphasizing the actions, experiences, and voices of people with disabilities.

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"5 Fast Facts About Latines with Disabilities" - Sophia Benavente

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"5 Fast Facts About Latines with Disabilities" - Sophia Benavente

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https://cisneros.columbian.gwu.edu/5-fast-facts-about-latines-disabilities

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Cisneros Hispanic Leadership Institute | Columbian College of Arts & Sciences

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Cisneros Hispanic Leadership Institute | Columbian College of Arts & Sciences

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5 Fast Facts About Latines with Disabilities | Cisneros Hispanic Leadership Institute | Columbian College of Arts & Sciences | The George Washington University

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Five research insights related to Latinos in the US living with disabilities.

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https://adata.org/project/slo

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ADA Spanish Language Outreach Project | ADA National Network

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Asian Americans with Disabilities Leading the Way

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Asian Americans with Disabilities Leading the Way

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https://disabilityrightsflorida.org/blog/entry/asian_americans_with_disabilities_leading_the_way

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Asian Americans with Disabilities Leading the Way

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May is Asian American and Pacific Islander (AAPI) Heritage Month.

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April 7, 2026 - Teaching Disability and Human Rights VIRTUAL Conference

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April 7, 2026 - Teaching Disability and Human Rights VIRTUAL Conference

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https://emergingamerica.org/

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The Black Immigrant & Disability Experience: Breaking Down Misconceptions and Bridging the Gap

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The Black Immigrant & Disability Experience: Breaking Down Misconceptions and Bridging the Gap

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The Black Immigrant & Disability Experience: Breaking Down Misconceptions and Bridging the Gap | Disability Rights California

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People with disabilities often face serious challenges that impact their daily lives, which are compounded for immigrants with disabilities, particularly for those of us who have limited English proficiency. On March 26, 2024, DRC’s UMOJA employee resource group and the Public Policy Unit held a fireside discussion around the experience of Black Immigrants with disabilities at the intersection of family, community, and culture.

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Teaching the Language of Social Studies - Emerging America

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Building Access for Multilingual Learners - History Education

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Building Access for Multilingual Learners - History Education

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• Document Based Questins (DBQ) for Multilingual Learners

• Lessons and Strategies for LANGUAGE AWARE Teaching and Learning in History and Social Studies

https://emergingamerica.org/english-learner-collaborations

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Universal Design for Learning in History and the Social Studies

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Universal Design for Learning in History and the Social Studies

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https://emergingamerica.org/accessing-inquiry/universal-design

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UNIVERSAL DESIGN FOR LEARNING FOR SOCIAL STUDIES

The philosophy that educational excellence is achieved by offering multiple paths to understanding is vividly illustrated by the talk by L. Todd Rose called The Myth of Average.

To make the learning of History and Social Studies accessible for all, educators have increasingly built upon the research program of CAST, the organization that first articulated and developed the framework of Universal Design for Learning (UDL). Primary sources-including from the Library of Congress-offer distinctive, powerful, flexible tools to expand choices and means of access that support and mesh well with UDL principles.

Minarik & Lintner, p. 45. Adapted from Glenna Gustafson and Tamara Wallace, "Radford University Lesson Planning Template with UDL," 2010.

UDL draws upon brain-based research on learning to encourage educators to provide multiple means of engagement, representation, expression and action for all students. (A good place to start is CAST's detailed graphic explaining the three principles: UDL Guidelines.)

Emerging America courses employ a UDL + Cultural Considerations checklist as a lesson plan design tool (see box) from Darren Minarik and Timothy Lintner's excellent book, Social Studies and Exceptional Learners, published by the National Council for the Social Studies. (2016). Their checklist reminds us to incorporate all three elements of UDL, with a fourth element, "Cultural Considerations." Find many examples of accessible lesson plans with checklist completed in our library of Teaching Resources.

Engagement

Princess at a Puerto Rican festival
in Lowell, Massachusetts.
Mario Monteno. 1987.
​​​​​​Library of Congress.
https://www.loc.gov/item/awhbib000060/

Students engage with course content in many ways. Deepen ownership and engagement through personalized content, a variety of classroom activities, thoughtful attention to the size and structure of learning groups, access to authentic community resources, and especially through student choice.

Note that while choice of activities is vital, many students need for their choices to occur within consistent, repeated classroom routines. Always present clear goals and instructions, and provide timely and focused support.

Select topics and materials with intrinsic student interest, such as:

primary sources that feature voices, perspectives, or experiences of young people (journals, newspaper accounts, photos, or artwork)

topics connected to current events

questions and topics with flair

Personalize content to maximize student interest:

topics of study that have cultural relevance to the student's own environment, heritage, location, or situation

topics or sources in an area of interest or mastery of the student

Include experiential activities:

Students pair up to analyze sources, and complete reports in graphic organizers.

Small groups of students rotate between stations in the room to examine a variety of primary sources.

Individuals, pairs, or teams conduct research on independent projects-with strong and directed teacher support where needed.

Groups or the whole class researches and plans service-learning and civic engagement projects to address real community needs.

Model Lesson for Engagement: In Puerto Rican Identity, students examine documents and other primary sources showing various generations of Puerto Ricans engaging with Anglo-American culture while preserving their cultural identity.
Cultural Considerations:
An essential facet of engagement is to ensure that materials and approaches are culturally relevant for the particular students in your classroom.

Culturally Relevant Pedagogy Using Primary Sources instructional videos from the Minnesota Historical Society:

Overview (with intro) (10:05 min:sec)

Motivating Students toward Success (with intro) (9:11 mins.)

Tap Students Cultural Competence (with intro) (9:04 mins.)

Examine the Status Quo (with intro) (10:10 mins.)

Representation

Educators who follow Universal Design for Learning principles provide multiple ways to represent concepts to students of differing ability levels. When working with primary sources, teachers present a variety of sources and employ varied tools to examine them.

Above and beyond the call of duty-
Dorie Miller received the Navy Cross
at Pearl Harbor. David S. Marin. 1943.
Library of Congress.
https://www.loc.gov/item/93505848/

Primary source representations can include:

Text passages (with related translations and transcriptions)

Forms or government documents

Personal narratives and letters

Newspapers, books, and reports

Maps and blueprints

Photos, paintings, drawings

Cartoons and posters, including symbolism and captions

Sound recordings of interviews or of songs

Real artifacts from the past or reproductions of tools, household goods, or personal items

Secondary sources and teaching techniques help vary representation:

Teacher presentations, with or without audiovisual aids

Text presentation, including textbooks, non-fiction books, period fiction and poetry, or historical novels

Produced audio and video, with mix of sounds and images (podcasts, films)

Maps, including conceptual maps as well as a variety of geographic formats

Graphic organizers that use text and groups of lists

Manipulative models and representations (for example: laminated shapes placed on maps, color coded to represent categories of data)

Whole-body activities, such as standing in groups to represent economic data, or acting out a courtroom scene

Graphic organizers that use spatial relationships, diagrams, and aggregate charts.

Table of Visualization Methods
Data, Information, Concept,
Strategy, and Metaphor visualizations.
Ralph Lengler & Martin J. Eppler.
www.visual-literacy.org

Making Classroom Participation More Equitable With Hand Gestures - Edutopia.

Model Lesson for Representation: Japan's Attack on Pearl Harbor uses oral histories from the Japanese Internment Camps and a mix of maps and other documents to examine American reactions to the Pearl Harbor bombing.
Resources for Representation:
Tools and approaches for Representation are woven throughout the EmergingAmerica.org pages on Disability History through Primary Sources, Assistive Technology, and Inquiry Strategies.

Thinking Maps by David Hylerle presents a coherent strategy for developing and using graphic organizers that supports learning across grades and subjects.

The Periodic Table of Visual Representation Methods chart links to dozens of options for graphic presentation. See the options in list form here.

Creek, J. (n.d.). "How to Make an Infographic" Videos & step-by-step guide. Periodic Presidents.

Action and Expression

The critical element is to create alternatives that allow students to show different strengths and to pursue paths around barriers to understanding and expression.

Ensure that assessments offer choices of mode and-where possible-of subject. See options for Assessment. Developing alternatives-and additions-to expository writing as the default means to communicate learning in History and Social Sciences enhances learning for all students. Students need opportunities to express themselves in written and spoken word, visuals, movement, objects, and technology. Primary sources can stimulate thinking and broaden means of expression.

Alternative forms of expression of learning might include:

drawing simple (or elaborate!) comic strips or graphic novel pages

preparing skits, radio-play episodes, or talking tableau presentations

writing diary entries or letters in the persona of an individual from the events being studied

creating annotated maps or diagrams showing places or events under study

preparing posters or political cartoons that advertise, educate, dramatize, or persuade

creating a data summary (weather data, population data, widows pension applications, number of ships, etc.)

Action is a powerful catalyst to learning, and incorporating movement and gesture into lessons can improve student engagement and learning outcomes. (See the research base in " How Movement and Gestures Can Improve Student Learning.")

Students hunger for means to have a voice and an impact on their world. Help students to learn the skills and dispositions of civic engagement through Civic Engagement Projects. And explore the options for service-learning projects, such as our own Windows on History project.

Model Lesson for Expression: In Monuments in Washington D.C., students design a brochure of the Monuments of Washington D.C.

Resources for Expression: See Assessment Strategies in the Accessing Inquiry pages for detailed ideas and tools.

Lincoln Memorial. Under Construction. (1915).
Harris & Ewing. Library of Congress
"https://www.loc.gov/item/2016866965/"

UDL Teaching Strategies for the Classroom

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UNIVERSAL DESIGN FOR LEARNING FOR SOCIAL STUDIES The philosophy that educational excellence is achieved by offering multiple paths to understanding is vividly illustrated by the talk by L. Todd Rose called The Myth of Average.

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"Immigrant Rights Are Disability Rights" - Joe Stramonda - and more from the Disability Visibility Project 

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"Immigrant Rights Are Disability Rights" - Joe Stramonda - and more from the Disability Visibility Project 

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https://disabilityvisibilityproject.com/2025/07/13/immigrant-rights-are-disability-rights/

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Immigrant Rights Are Disability Rights Joe Stramondo In 2019, a White disability rights leader with a national reputation, Bruce Darling, had a spectacular fall from grace because of commen…

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"Learning Disabilities in English Learners" - Louis Spear-Sweling - ¡Colorín colorado!

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"Learning Disabilities in English Learners" - Louis Spear-Sweling - ¡Colorín colorado!

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https://www.colorincolorado.org/article/learning-disabilities-english-language-learners

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Learning Disabilities in English Language Learners

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Children with learning disabilities (LDs) in reading and youngsters who are English language learners (ELLs) both are at risk for low reading achievement, but for different reasons. Children with genuine LDs in reading have intrinsic learning difficulties or differences, often related to problems in phonological processing that impact their word identification skills.

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Video Collection: Special Education and English Language Learners with Debbie Zacarian and other experts - ¡Colorín colorado!

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Video Collection: Special Education and English Language Learners with Debbie Zacarian and other experts - ¡Colorín colorado!

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https://www.colorincolorado.org/video-collection-special-education-and-english-language-learners

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Video Collection: Special Education and English Language Learners

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This video collection highlights best practies related to identifying and serving English language learners (ELLs)/multilingual learners (MLs). The interviews feature several experts and educators from our popular Meet the Expert interviews.For additional resources, including articles and multilingual family tip sheets, see Special Education and ELLs: Resource Gallery.

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This court case before Brown v. Board forbade segregation of separate schools by language in California. Also in English. 

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Separados No Somos Iquales / Separate is Never Equal- Duncan Tonatium

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Separados No Somos Iquales / Separate is Never Equal- Duncan Tonatium

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https://bookshop.org/p/books/separados-no-somos-iguales-sylvia-m-ndez-y-la-lucha-de-su-familia-por-la-integraci-n-separate-is-never-equal-spanish-edition-duncan-tonatiuh/f81eb6749a2abc01?ean=9781419768040&next=t

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Illustrated cover of book shows white and brown children facing away from each other holding school books. 

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This book celebrates differences in abilities, based on Sotomayor's own experience with diabetes and exploring many disabilities. Also in English. 

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¡Solo Pregunta! / Just Ask! - Sonia Sotomayor

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¡Solo Pregunta! / Just Ask! - Sonia Sotomayor

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https://bookshop.org/p/books/solo-pregunta-s-diferente-s-valiente-s-t-sonia-sotomayor/09b227ece1068d2a?ean=9780525515500&next=t

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Drawing on cover of book Solo Pregunta by Sonia Sotomayor shows a small dark-haired boy with a wheelbarrow with a yucca plant. 

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Plaintiff in 1947 court case that struck down desegregated schools. 

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Voices of History: Sylvia Mendez - YouTube video (2:20 minutes) 

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Voices of History: Sylvia Mendez - YouTube video (2:20 minutes) 

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https://www.youtube.com/watch?v=SIMWdfSxoh8

Background piece at Library of Congress Law blog. https://blogs.loc.gov/law/2014/05/before-brown-v-board-of-education-there-was-mendez-v-westminster/?loclr=bloglaw

Mendez et al v. Westminster - Trial Transcript - July 10, 1945

http://mendezetalvwestminster.com/pdf/Trial_Transcript_July_10_1945.pdf

James L. Kent, Superintendent of Schools, Garden Grove

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The Heumann Perspective with Conchita Hernandez - 2017 - (10:43 minutes) 

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The Heumann Perspective with Conchita Hernandez - interview

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The Heumann Perspective with Conchita Hernandez - interview

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https://youtu.be/g71jUrn47_E?si=6HBfEW-34qUfLZEp

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The Heumann Perspective with Conchita Hernandez

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Portal to curriculum, primary sources and many other teaching resources maintained by Emerging America

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Disability History through Primary Sources

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Disability History through Primary Sources

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https://emergingamerica.org/accessing-inquiry/disability-history-through-primary-sources

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Disability History through Primary Sources | Emerging America

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Portal for Disability History through Primary Sources Featured - Persons with Disabilities - Human Rights Education Library.

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Portal to curriculum, primary sources and many other teaching resources maintained by Emerging America

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Immigrant History through Primary Sources

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Immigrant History through Primary Sources

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https://emergingamerica.org/accessing-inquiry/immigrant-history-through-primary-sources

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Immigrant History through Primary Sources | Emerging America

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IMMIGRANT HISTORY THROUGH PRIMARY SOURCES The Emerging America – Accessing Inquiry approach to making history and social studies accessible to all learners emphasizes the importance of showcasing the historical contributions of people with challenges that students can relate to. This includes the challenges of being an immigrant.

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Kid Citizen - elementary civics lessons - English and Spanish

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Kid Citizen - elementary civics lessons - English and Spanish

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https://www.kidcitizen.net/spanish-versions

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https://ed.icivics.org/news/product-announcement/%C2%A1investigadores-de-la-historia-private-i-history-detectives-now-available

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¡iNVESTIGADORES de la historia! Private i History Detectives Now Available in Spanish | iCivics

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¡Hola, historiadores! Private i History Detectives, our supplemental mystery-themed curriculum, is now available in Spanish for select mysteries. These lessons teach strategies such as notice, wonder, inference, and comparison.

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Research and media on access and inclusion of students with disabilities in the Social Studies - Emerging America

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Research on Access and Inclusion in the Social Studies

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Research on Access and Inclusion in the Social Studies

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https://www.emergingamerica.org/accessing-inquiry/research-and-media-access-and-inclusion-social-studies

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Research and Media on Access and Inclusion in the Social Studies | Emerging America

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Publications: Research and Media Research Requirement Versus Reality: Secondary Social Studies Teachers’ Attitudes and Practices When Teaching About Disability History. In 2019, New Jersey became one of the first states in the nation to require that schools teach about the political, economic, and social contributions of people with disabilities. Our team recently studied how New Jersey secondary social studies teachers are putting this mandate into practice.

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Each 5-10 day unit is comprised of 40-50 minute social studies lessons each day and highlights 5–10 academic words. There are also supplementary activities for other content areas to continue the cross-disciplinary benefits of Word Generation. Students integrate information from multiple texts, often from differing perspectives. All activities relate to the central question or topic of the week, build relevant knowledge, and provide opportunities to encounter the new academic vocabulary in multiple semantic contexts.

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Social Studies Generation (SoGen) is comprised of three six-week sequences around topics commonly included in 6th, 7th, and 8th grade social studies content standards. These curricular materials can be used in place of the standard curriculum materials, or as a supplement. They provide opportunities to read, write, discuss, and build arguments about central concepts in social studies.

Each week-long unit is comprised of 40-50 minute social studies lessons each day and highlights 5-10 academic words. There are also supplementary activities for other content areas to continue the cross-disciplinary benefits of Word Generation. Students integrate information from multiple texts, often from differing perspectives. All activities relate to the central question or topic of the week, build relevant knowledge, and provide opportunities to encounter the new academic vocabulary in multiple semantic contexts. By bringing the conflict closer to students' lives, and providing them with tools to identify the claims, reasons, and evidence associated with the perspective, students are equipped with both the background and the tools to engage in argumentation.

Download Free SoGen Materials

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Social Studies Generation | SERP Institute

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Social Studies Generation (SoGen) is comprised of three six-week sequences around topics commonly included in 6th, 7th, and 8th grade social studies content standards. These curricular materials can be used in place of the standard curriculum materials, or as a supplement. They provide opportunities to read, write, discuss, and build arguments about central concepts in social studies.

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Supporting Students with Dis/abilities Interest Section of TESOL

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Supporting Students with Dis/abilities Interest Section of TESOL

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https://docs.google.com/document/d/1ciNDFgPvH_NV9vWP9O3ImmmFcXqwFoqKIU8bzmvXm2Q/edit?tab=t.0#heading=h.un04kpmcevzw

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2026 TESOL Supporting Students with Dis/abilities: Resources & Connections