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Kangas, S. E. N. (2026). Disability in TESOL: A case of patterned inequities. TESOL Quarterly, 60(2), 668–682.  

Kangas, S. E. N., & Ruiz, M. (2026). Data skepticism and capacity for data-based decisions: The case of reclassifying English learners with disabilities. Studies in Second Language Acquisition, 48(1), 182–203. 

Kangas, S. E. N., & Cioè-Peña, M. (2024). The promises and pitfalls of individualized language plans. TESOL Quarterly, 58(1), 522­–536. 

Kangas, S. E. N., & Cook, M. (2023). Navigating competing policy demands: Dual service provision for English learners with disabilities in middle school. Language Policy, 22(3), 315–341. 

Kangas, S. E. N. (2021). “Is it language or disability?”: An ableist and monolingual filter for English learners with disabilities. TESOL Quarterly, 55(3), 673–683. 

Kangas, S. E. N. (2020). Counternarratives of English learners with disabilities. ​Bilingual Research Journal, 43(3), 267–285.

Kangas, S. E. N., & Cook, M. (2020). Academic tracking of English learners with disabilities in middle school. American Educational Research Journal, 57(6), 2415–2449. 

Kangas, S. E. N. (2018). Breaking one law to uphold another: Service provision for English learners with disabilities. TESOL Quarterly, 52(4), 877–910.