Major fields: Disability Studies in Education, Bilingual Special Education, Special Education, Bilingual Education, Sociolinguistics, Immigrant Issues

My line of inquiry explores the educational experiences of the children and families who live at the intersection of disability and multilingualism. My current research examines the exclusion of bilingual Latino children with disabilities from the inclusion movement within public education. 

Publications

• Cioè-Peña, M. (accepted). "Raciolinguistics and the education of Emergent Bilinguals Labeled as Disabled"
• Cioè-Peña, M. (conditionally accepted). "Bilingualism, Dis/ability, and Stigma: When a social justice movement becomes a silencing tool.
• Cioè-Peña, M. (under review). From Culturally Sustaining Pedagogies to Culturally Sustaining Research: Engaging with Culturally and Linguistically Diverse Families of Students with Dis/abilities”
• Cioè-Peña, M. (under review).  “Wanting to Leave; Needing to Stay: Issues for undocumented mothers of children with disabilities”
• Cioè-Peña, M. (under review). "After the phone call: culture, disability and the construction of a "bad" mother"
• Cioè-Peña, M. (2019). "Complicating Notions of Inclusion". In J. Valle & D. Connor, Rethinking Disability: A Disability Studies Approach to Inclusive Practices, Second Edition. Taylor & Francis.
• Cioè-Peña, M. (2018). "Gifted, Talented & Neurodiverse: Emergent Bilinguals Labeled as Dis/abled."  The NYSABE Bilingual Times. Spring/Summer 2018 Issue, p. 7-11.  
• Cioè-Peña, M. (Winter 2017). “Disability, Bilingualism and What it Means to Be Normal.” Journal of Bilingual Education Research & Instruction, 19(1). 
• Cioè-Peña, M. (Spring 2017). “Who is Excluded from Inclusion?: Points of Union and Division in Bilingual and Special Education." Theory, Research, and Action in Urban Education: Special Issue on #BlackLivesMatter, 5(1).
• Cioè-Peña, M. (March 2017). “The Intersectional Gap: How bilingual students in the United States are excluded from Inclusion.” International Journal of Inclusive Education. 
• Cioé Peña, M., Moore, E. and Martin-Rojo, L. (2016). “The burden of ‘nativeness’: Four bilingual teachers’ stories.” Bellaterra Journal of Teaching and Learning Language and Literature, 9(2).
• Arpacik, D., Cioé Peña, M., and Kinsella, B. (2016). “Special Issue Editors’ Notes: Linguistic diversity, equity and pedagogical innovation in higher education.” Bellaterra Journal of Teaching and Learning Language and Literature, 9(2).
• Collins, B., and Cioè-Peña, M. (2016). Translanguaging in the Content Area to Understand Complex Texts. In O. Garcia & T. Klein (Eds.), Translanguaging with Multilingual Students. Routledge.
• Cioè-Peña, M. (Fall 2015). Translanguaging within the monolingual special education classroom. Theory, Research, and Action in Urban Education, 4(1). 
• Cioè-Peña, M. and Snell, T. (Fall 2015). Translanguaging for social justice. Theory, Research, and Action in Urban Education, 4(1).