Abstract Inclusive education is promoted as an educational setting that brings together students with disabilities alongside non-disabled peers. As the rise in inclusive education continues, many recognize the Salamanca Statement of 1994 as an influencer. This paper discusses how the vision of inclusion grounded in “the need to work towards ‘schools for all’” remains unfulfilled through a lack of intersectionality. Centering the experiences of Spanish-speaking mothers of emergent bilinguals labeled as disabled, this paper presents how educators limit parents’ abilities to engage as equal stakeholders. Therefore, this paper explores the tensions culturally and linguistically diverse mothers encounter during Individual Education Plan (IEP) meetings and the possibilities that can come from reimagining IEPs and IEP meetings in ways that allow stakeholders to actively tend to the intersectional vision of inclusive education that Salamanca put forth and that emergent bilinguals labeled as disabled desperately need.

中文翻译：

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计划包容：需要将家长参与个人教育计划（和会议）正规化

摘要 全纳教育被推广为一种将残疾学生与非残疾同龄人聚集在一起的教育环境。随着包容性教育的不断发展，许多人认为 1994 年的萨拉曼卡声明具有影响力。本文讨论了基于“需要为‘全民学校’而努力”的包容性愿景如何因缺乏交叉性而未能实现。本文以被标记为残疾的双语者的西班牙语母亲的经历为中心，介绍了教育工作者如何限制父母作为平等利益相关者参与的能力。所以，