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Purpose The purpose of this paper is to examine, through an intersectional lens, how digital video composing can be an act of redistributive social justice for students with learning disabilities. Design/methodology/approach The authors draw on two years’ worth of observation, interview, survey and digital video data to present a case study of Javier (all names are pseudonyms), a Latinx English Learner with several learning disabilities. The authors worked with him, making digital videos in a general education classroom as part of a larger design-based study. The authors describe how he made meaning in various modes, across modes, and how his intersectional identities inflected his meaning-making and were visible in his video artifacts. Findings Javier was an able digital composer, made meaning across modes and was attentive to audience. His videos offer a portrait of a child with learning disabilities navigating his complex cultural worlds. Research limitations/implications This is a single case study built to bridge multiple theoretical and disciplinary backgrounds. Javier was able to compose semiotically powerful messages with socially powerful digital tools. Originality/value The authors argue that the use of such tools is a chance for redistributive social justice. Children traditionally underserved by innovations in digital making should not be left out.

Reviews

Many studies have investigated the inadequacy of training and support for special education paraeducators, but few have examined prehire activities or recommended a comprehensive plan to train and hire paraeducators. This quantitative action research study of 267 special education paraeducators and special education teachers was conducted in a large urban school district to address the concern over paraeducators’ lack of knowledge and training and the need to consider these factors when hiring staff in public school districts. Based on themes from the literature and the expertise of an insider, the purpose of the study was to increase the understanding of the relationship between and the perception of the importance of organizational factors, employee knowledge, and training. Results showed that paraeducators are not adequately trained, prefer specific training topics, and recognize that factors and knowledge affect job performance. The researchers then created a formal institutionalized onboarding program for new hire paraeducators based on a change management model. Immediate implementation recommendations, along with an onboarding plan and checklist, are included for school districts and their human resource departments.