Kangas, S. E. N., & Ruiz, M. (2025). Data skepticism and capacity for data-based decisions: The case of reclassifying English learners with disabilities. Studies in Second Language Acquisition, 1–22.
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.
Kangas, S.E.N. (2017). “That’s where the rubber meets the road”: The intersection of special education and bilingual education. Teachers College Record, 119(7). 1–36. Winner of the James E. Alatis Prize for Research on Language Planning and Policy in Educational Contexts, 2018
Kangas, S.E.N. (2017). A cycle of fragmentation in an inclusive age: The case of English learners with disabilities. Teaching and Teacher Education, 66, 261–272.