David I Hernández-Saca
Biographic Data
| ID | 1583992 |
|---|---|
| NAME | David I Hernández-Saca |
| GIVEN NAMES | David I |
| FAMILY NAME | Hernández-Saca |
| SIGNATURE | HERNÁNDEZ-SACA D I |
| AFFILIATIONS | University of Northern Iowa |
| ORCID | 0000-0002-3070-4610 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
An Intersectional Examination of the Master Narrative of Emotional and Behavioral Disorder and Its Entanglements With Multilingual Learners With Learning Disabilities Within the Least Restrictive Envi…
This article employs an intersectional and interdisciplinary Disability Studies in Education (DSE) framework to critically analyze the emotional and behavioral disorder (EBD) label and the learning disability (LD) label across federal, institutional, and individual levels. We address two pressing equity issues: the persistent racial disproportionality in special education and the limited attention to multilingual learners (MLLs) of Color with dis…
Stories of Racism and Resistance
The Windrush Generation (WG) and their descendants continue to experience adversity in the UK, including racism and the Windrush Scandal, with such adversities absent from psychological research literature. Intergenerational trauma is a psychological concept explaining that adverse experiences can be transmitted from one generation to impact subsequent generations. There has been limited consideration of the ongoing impact of adverse experiences …
Examining paradoxes of access in disability law
We employ theoretical pluralism and engage in a multi-level analysis to understand how the racialized segregation of students with dis/Abilities persists despite a commitment to inclusion via the Least Restrictive Environment (LRE) provision embedded within one of the most significant civil rights inspired legislation impacting students with dis/Abilities in the United States (US) – the Individuals with Disabilities Education Act (IDEA). We use c…
Educational inequality and the paradox of dis/Ability rights in a schooled society
In this re-review, we discuss a global-wide paradox of disability rights that claims adherence to human and civil rights frameworks while cultural, linguistic, racial, and ethnic disparities in special education outcomes remain unaddressed. We propose a multi-dimensional framework for understanding how the described inequalities persist, despite legal protections. First, we challenge the assumption that human and civil rights frameworks are suffi…
Recentering and claiming joy and radical love in education
Too often joy and radical love are brushed off to the side while addressing intersectional forms of supremacies within teacher education does not get addressed. While it is important to name systematic and intergenerational trauma and violence, building interdependence joy and radical love must be done alongside. We cannot dismantle and build if we do not know how to value ourselves. Using insights from auto-ethnographic approaches, we 1) define …
"Storying" from special education classroom
Teachers' and practitioners' pedagogical practices also have legal professional responsibilities and regulations to adhere to under the Individuals with Disabilities Education Act. We understand the former as the policy master narrative that can reify inaccessibility in the classroom. We take a paradigmatic shift focusing on "storying" pedagogical practices in special education by centering 2 Black and Brown girls in attendance in K-12 classrooms…
A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens
We conducted a critical systematic literature review on global inclusive education and law. The critical review questions were: (1) how have scholars theorized, conceptualized, and studied global inclusive education? (2) How do scholars define global inclusive education? (3) And what do scholars cite as prominent international inclusive education law? We ask such questions given the ongoing global crises that situate historically marginalized gro…
Monitoring the Transition Requirements of the Individuals With Disabilities Education Act
Despite extensive transition provisions in the U.S. Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal of successful post-school transition for students with disabilities. Yet, we question if the complianc…
Global conversations
This paper problematizes, in the spirit of loving critique, the paucity of global intersectional dis/ability politics in the fields of Disability Studies and Critical Race Theory. In this paper, we attempt to account for a more global and humane, liberatory theoretical positioning of Disability Critical Race Theory (DisCrit) by analyzing the human rights discourses employed by the United Nations Convention on the Rights of People with Disabilitie…
Intersectional Rights of Teachers and Students in Computer Science and Special Education
This article advocates for the intersectional rights of teachers and students of computer science (CS) and special education (SPE) in urban education. Using an intersectional nepantla lens, we propose that CS education be accessible to all SPE teachers and students with dis/abilities. We argue for a focus on social-emotional intersectional rights as crucial foundations for an equitable approach to teaching and learning in CS SPE. We end with impl…
My Learning Dis/Ability and Disability Studies in Education Activism
Since 2016, I have been an assistant professor at the University of Northern Iowa in the Department of Special Education. My Ph.D. is in Curriculum and Instruction with an emphasis in Critical Spec
Interrogating disability epistemologies
Special education labeling ignores historical, emotional, spiritual, sociocultural effects of labeling Black and Brown students with disabilities. Utilizing critical disability studies, critical race theory and spiritual paradigm, we interrogate construction and expression of differences of Learning Disability and Speech and Language Impairment. We asked: How does being labeled with a special education disability category, as Black and Brown peop…
The Problem isn’t Yourself Overcoming, it’s Other People Overcoming You
This study brings together 2 case studies to interrogate the intersectional experiences of historically marginalized youth at the intersections of power and identity from a decolonizing mental health disability studies in education (DSE) cripstemology approach. Specifically, we analyzed how US schools create normalized meanings of mental health. Daniel was a 1st-generation Mexican American to the United States, bilingual in both Spanish and Engli…
Re-Framing Master Narratives of Dis/ability through an Affective Lens
Learning disabilities (LD) researchers have produced a knowledge base about the academic side of LD. A gap exists concerning the experiences of individuals with LD, particularly their feeling-meaning-making about having LDs. Based on a three-year qualitative study using critical ethnographic methods, I center Sophia Cruz's experiences with LD and the label. Sophia experienced the hegemony of smartness and disability micro-aggressions, and voiced …
Interrogating disability epistemologies
Special education labeling ignores historical, emotional, spiritual, sociocultural effects of labeling Black and Brown students with disabilities. Utilizing critical disability studies, critical race theory and spiritual paradigm, we interrogate construction and expression of differences of Learning Disability and Speech and Language Impairment. We asked: How does being labeled with a special education disability category, as Black and Brown peop…
The Problem isn’t Yourself Overcoming, it’s Other People Overcoming You
This study brings together 2 case studies to interrogate the intersectional experiences of historically marginalized youth at the intersections of power and identity from a decolonizing mental health disability studies in education (DSE) cripstemology approach. Specifically, we analyzed how US schools create normalized meanings of mental health. Daniel was a 1st-generation Mexican American to the United States, bilingual in both Spanish and Engli…
Recentering and claiming joy and radical love in education
Too often joy and radical love are brushed off to the side while addressing intersectional forms of supremacies within teacher education does not get addressed. While it is important to name systematic and intergenerational trauma and violence, building interdependence joy and radical love must be done alongside. We cannot dismantle and build if we do not know how to value ourselves. Using insights from auto-ethnographic approaches, we 1) define …
Monitoring the Transition Requirements of the Individuals With Disabilities Education Act
Despite extensive transition provisions in the U.S. Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal of successful post-school transition for students with disabilities. Yet, we question if the complianc…
Global conversations
This paper problematizes, in the spirit of loving critique, the paucity of global intersectional dis/ability politics in the fields of Disability Studies and Critical Race Theory. In this paper, we attempt to account for a more global and humane, liberatory theoretical positioning of Disability Critical Race Theory (DisCrit) by analyzing the human rights discourses employed by the United Nations Convention on the Rights of People with Disabilitie…
Examining paradoxes of access in disability law
We employ theoretical pluralism and engage in a multi-level analysis to understand how the racialized segregation of students with dis/Abilities persists despite a commitment to inclusion via the Least Restrictive Environment (LRE) provision embedded within one of the most significant civil rights inspired legislation impacting students with dis/Abilities in the United States (US) – the Individuals with Disabilities Education Act (IDEA). We use c…
"Storying" from special education classroom
Teachers' and practitioners' pedagogical practices also have legal professional responsibilities and regulations to adhere to under the Individuals with Disabilities Education Act. We understand the former as the policy master narrative that can reify inaccessibility in the classroom. We take a paradigmatic shift focusing on "storying" pedagogical practices in special education by centering 2 Black and Brown girls in attendance in K-12 classrooms…
My Learning Dis/Ability and Disability Studies in Education Activism
Since 2016, I have been an assistant professor at the University of Northern Iowa in the Department of Special Education. My Ph.D. is in Curriculum and Instruction with an emphasis in Critical Spec
Re-Framing Master Narratives of Dis/ability through an Affective Lens
Learning disabilities (LD) researchers have produced a knowledge base about the academic side of LD. A gap exists concerning the experiences of individuals with LD, particularly their feeling-meaning-making about having LDs. Based on a three-year qualitative study using critical ethnographic methods, I center Sophia Cruz's experiences with LD and the label. Sophia experienced the hegemony of smartness and disability micro-aggressions, and voiced …
My Learning Dis/Ability and Disability Studies in Education Activism
Since 2016, I have been an assistant professor at the University of Northern Iowa in the Department of Special Education. My Ph.D. is in Curriculum and Instruction with an emphasis in Critical Spec
Interrogating disability epistemologies
Special education labeling ignores historical, emotional, spiritual, sociocultural effects of labeling Black and Brown students with disabilities. Utilizing critical disability studies, critical race theory and spiritual paradigm, we interrogate construction and expression of differences of Learning Disability and Speech and Language Impairment. We asked: How does being labeled with a special education disability category, as Black and Brown peop…
The Problem isn’t Yourself Overcoming, it’s Other People Overcoming You
This study brings together 2 case studies to interrogate the intersectional experiences of historically marginalized youth at the intersections of power and identity from a decolonizing mental health disability studies in education (DSE) cripstemology approach. Specifically, we analyzed how US schools create normalized meanings of mental health. Daniel was a 1st-generation Mexican American to the United States, bilingual in both Spanish and Engli…
Re-Framing Master Narratives of Dis/ability through an Affective Lens
Learning disabilities (LD) researchers have produced a knowledge base about the academic side of LD. A gap exists concerning the experiences of individuals with LD, particularly their feeling-meaning-making about having LDs. Based on a three-year qualitative study using critical ethnographic methods, I center Sophia Cruz's experiences with LD and the label. Sophia experienced the hegemony of smartness and disability micro-aggressions, and voiced …
Global conversations
This paper problematizes, in the spirit of loving critique, the paucity of global intersectional dis/ability politics in the fields of Disability Studies and Critical Race Theory. In this paper, we attempt to account for a more global and humane, liberatory theoretical positioning of Disability Critical Race Theory (DisCrit) by analyzing the human rights discourses employed by the United Nations Convention on the Rights of People with Disabilitie…
Intersectional Rights of Teachers and Students in Computer Science and Special Education
This article advocates for the intersectional rights of teachers and students of computer science (CS) and special education (SPE) in urban education. Using an intersectional nepantla lens, we propose that CS education be accessible to all SPE teachers and students with dis/abilities. We argue for a focus on social-emotional intersectional rights as crucial foundations for an equitable approach to teaching and learning in CS SPE. We end with impl…
A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens
We conducted a critical systematic literature review on global inclusive education and law. The critical review questions were: (1) how have scholars theorized, conceptualized, and studied global inclusive education? (2) How do scholars define global inclusive education? (3) And what do scholars cite as prominent international inclusive education law? We ask such questions given the ongoing global crises that situate historically marginalized gro…
Monitoring the Transition Requirements of the Individuals With Disabilities Education Act
Despite extensive transition provisions in the U.S. Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal of successful post-school transition for students with disabilities. Yet, we question if the complianc…
Educational inequality and the paradox of dis/Ability rights in a schooled society
In this re-review, we discuss a global-wide paradox of disability rights that claims adherence to human and civil rights frameworks while cultural, linguistic, racial, and ethnic disparities in special education outcomes remain unaddressed. We propose a multi-dimensional framework for understanding how the described inequalities persist, despite legal protections. First, we challenge the assumption that human and civil rights frameworks are suffi…
Recentering and claiming joy and radical love in education
Too often joy and radical love are brushed off to the side while addressing intersectional forms of supremacies within teacher education does not get addressed. While it is important to name systematic and intergenerational trauma and violence, building interdependence joy and radical love must be done alongside. We cannot dismantle and build if we do not know how to value ourselves. Using insights from auto-ethnographic approaches, we 1) define …
"Storying" from special education classroom
Teachers' and practitioners' pedagogical practices also have legal professional responsibilities and regulations to adhere to under the Individuals with Disabilities Education Act. We understand the former as the policy master narrative that can reify inaccessibility in the classroom. We take a paradigmatic shift focusing on "storying" pedagogical practices in special education by centering 2 Black and Brown girls in attendance in K-12 classrooms…
Stories of Racism and Resistance
The Windrush Generation (WG) and their descendants continue to experience adversity in the UK, including racism and the Windrush Scandal, with such adversities absent from psychological research literature. Intergenerational trauma is a psychological concept explaining that adverse experiences can be transmitted from one generation to impact subsequent generations. There has been limited consideration of the ongoing impact of adverse experiences …
Examining paradoxes of access in disability law
We employ theoretical pluralism and engage in a multi-level analysis to understand how the racialized segregation of students with dis/Abilities persists despite a commitment to inclusion via the Least Restrictive Environment (LRE) provision embedded within one of the most significant civil rights inspired legislation impacting students with dis/Abilities in the United States (US) – the Individuals with Disabilities Education Act (IDEA). We use c…
An Intersectional Examination of the Master Narrative of Emotional and Behavioral Disorder and Its Entanglements With Multilingual Learners With Learning Disabilities Within the Least Restrictive Envi…
This article employs an intersectional and interdisciplinary Disability Studies in Education (DSE) framework to critically analyze the emotional and behavioral disorder (EBD) label and the learning disability (LD) label across federal, institutional, and individual levels. We address two pressing equity issues: the persistent racial disproportionality in special education and the limited attention to multilingual learners (MLLs) of Color with dis…
Sociology (11 works) · Psychology (9 works) · Education Discipline and Inequality (8 works) · Gender Studies (8 works) · Disability Education and Employment (6 works) · Critical Race Theory in Education (5 works) · Disability Rights and Representation (5 works) · Disability studies (5 works) · Gender Studies (5 works) · Pedagogy (5 works)