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Upcoming Events


Event Description

Multilingual Special Education Virtual Symposium:

Perspectives and Practices

to Transform Learning Landscapes
May 11 & 12, 2023

Our third annual virtual symposium is designed for educators and practitioners who work at the dynamic and complex intersection of multilingual education and special education. This collaborative learning opportunity endeavors to amplify the voices of multilingual learners with special educational needs, while specifically focusing on their learning experiences. Our two day event features dynamic, strength-based, and culturally-sustaining practices that optimize educational opportunities for exceptional multilingual learners. Leading scholars and experienced practitioners interact with participants to present their current work, showcase favorite resources, host breakouts, and discuss their latest ideas and your questions with colleagues. All sessions will be recorded and handouts will be available for participants to access after the close of the symposium.

Featured Speakers
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Dr. Socorro Herrera

Professor - College of Education

Kansas State University

Dr. Herrera is a professor in the Department of Curriculum and

Instruction, College of Education at Kansas State University and serves as the Executive Director of the Center for Intercultural and Multilingual Advocacy (CIMA). She is certified in elementary education, bilingual education, and school counseling. As an international keynote speaker, district consultant, and trainer of trainers, she has collaborated

with teachers across the country and the world to chart new paths to academic success for culturally and linguistically diverse (CLD) learners. Her research focuses on the role that personal histories of the learner, family, and teacher play in literacy development and culturally responsive, sustaining pedagogy; math and reading strategies; and teacher preparation for diverse classrooms. Dr. Herrera has authored 10 textbooks and numerous articles for publication in journals such as Bilingual Research Journal, Journal of Hispanic Higher Education, Journal of Research in Education, Journal of Latinos and Education, Journal of Curriculum and Instruction, International Journal of Multicultural Education, Teacher Education Quarterly, and Urban Education.

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Dr. Fred Genesee

Professor Emeritus- Psychology

McGill University, Montreal, CAN

Dr. Genesee is interested in basic issues related to language learning, representation, and use in bilinguals and in applied issues related to second language teaching, learning, and assessment. He has conducted extensive research on alternative forms of bilingual/ immersion education for language minority and language majority students, the academic development of at-risk students in bilingual programs. language acquisition in typically-developing and at-risk pre-school bilingual children, and internationally-adopted children. He has published numerous articles in scientific journals, professional books and magazines and is the author of 16 books on bilingualism. He was an invited member of the U.S. National Academies of Sciences, Engineering and Medicine’s panel that published Promising Futures: Promoting the Educational Success of Children and Youth Learning English. He is the recipient of the Canadian Psychology Association Gold Medal Award, Paul Pimsler Award for Research in Foreign Language Education, Canadian Psychological Association Award for Distinguished Contributions to Community or Public Service, California Association for Bilingual Education Award for Promoting Bilingualism and the le prix Adrien-Pinard.


Dr. Robin Morales Cabral

Director of Literacy for Diverse Populations

Wichita Public Schools

Dr. Cabral has a background in communicative disorders and sciences, bilingual special education, literacy and assessment for culturally and linguistically diverse students. She has years of experience as a bilingual speech-language pathologist, parent-teacher liaison, intervention coordinator, and assessment specialist have led to national speaking engagements and advisory roles with classroom teachers, special educators and school administrators dedicated to implementing best practices for CLD students. Dr. Cabral's recent research and professional activities have emphasized assets-based high school decision making as well as strengthening teacher, school, and district capacities to ensure CLD students' full access to an enriched core curriculum with appropriately individualized supports from early childhood to graduation, and beyond.

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Cristina Sánchez-López

Senior Associate-Paridad

Symposium Co-Host


Cristina collaborates with educators in the US and Canada on developing culturally and linguistically sustaining multi-tiered systems of support (MTSS); mathematics; literacy across the content areas; multilingual education; engaging parents, Multilingual Learners with Special Educational Needs, and supporting Pre-K educators who serve Multilingual Learners. Cristina has taught at the elementary, middle school and university levels in the US and Mexico. At present, Cristina teaches graduate and undergraduate courses in the areas of Biliteracy, Assessment, and Foundations of Language Minority Education. For more than18 years, Cristina and her colleague, Theresa Young (Speech-Language Pathologist, Ontario, Canada) have collaborated to support school problem-solving teams as they develop more culturally and linguistically sustaining learning environments. Cristina and her husband have raised their daughter bilingually.

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Theresa Young

Speech Language Pathologist-

Symposium Co-Host

Theresa began her career on the Pacific island of Saipan, in the Commonwealth of the Northern Mariana Islands where she worked with multilingual students and families in home, school, and medical settings. She coordinated a team of speech-language pathologists to develop culturally and linguistically responsive assessment and intervention practices for Pacific Islanders. Upon returning to Canada, Theresa worked in schools in the highly diverse Toronto area, while providing professional development and writing collaboratively on multicultural, multilingual topics in education. She has been working with local First Nations to design and implement programs and services for children in preschools and schools in home communities.  

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Cristina's & Theresa's Work Together

Cristina and Theresa's collaborative work melds the fields of multilingual education and special education into a framework for culturally and linguistically responsive practice for educators and practitioners in schools. Their solution-seeking process is featured in Special Education Considerations for English Language Learners: Delivering a Continuum of Services (2013, 2021). They have most recently collaborated on a volume in the Oxford University Press Key Concept Series for Language Learners, Focus on Special Educational Needs (2018). 

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