Despite increased attention to the academic progress of English learners (ELs) with disabilities as a result of the Every Student Succeeds Act of 2015, research has yet to investigate the educational opportunities of these students in secondary grades. This qualitative embedded case study examined the curricular access of 10 ELs with disabilities in middle school. Utilizing deficit thinking for its theoretical underpinnings, the analysis illuminated that ELs with disabilities were consistently placed in lower academic tracks through a number of mutually reinforcing institutional and perceptual factors. The findings have exigent implications for expanding opportunities to learn of ELs with disabilities through reform to placement criteria and provision of special education and linguistic support across a range of academic tracks.

中文翻译：

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中学英语学习者的学术追踪

尽管由于2015年《每位学生成功法案》而对残疾英语学习者（ELs）的学术进步给予了更多关注，但尚未进行研究来调查这些学生在中学阶段的教育机会。这项定性的嵌入式案例研究检查了10名中学残疾人的课程设置。通过将赤字思维作为其理论基础，该分析表明，通过一系列相互促进的制度和感性因素，残疾EL始终处于较低的学术水平。这些发现对于通过改革安置标准以及在一系列学术领域提供特殊教育和语言支持来扩大学习残疾EL的机会具有深远的意义。