Soyoung Park, PhD is a faculty member and the Director of Online Programs in Early Childhood and Childhood Special Education at the Bank Street Graduate School of Education. Prior to joining the faculty at Bank Street, Dr. Park was a teacher-scholar at the University of Texas at Austin and in the Stanford Teacher Education Program. She has also worked with children with disabilities and their families ages 3-10 as an inclusion and special education teacher and interventionist. Her research focuses on transforming educational practice and policy to advance justice for young children of color with disabilities and their families. Through a range of qualitative and mixed methodologies, Dr. Park engages in community-based research partnerships with educators and families to interrogate the ways in which racism, ableism, and xenophobia manifest in educational spaces and to promote more humanizing, liberatory experiences for children, families, and teachers. Dr. Park has presented extensively on her work at a variety of regional and national conferences. Her research has been published in peer-reviewed journals such as Teachers College Record, Urban Education Journal, Teaching and Teacher Education, Topics in Early Childhood Special Education, and Multiple Voices: Disability, Race, and Language Intersections in Special Education. Dr. Park received her Doctorate from Stanford University, her Master’s from Manhattanville College, and her Bachelors from Brown University.
Educational Background
Qualifications
PhD, Stanford University
Publications
Park, S., Lee, S., Alonzo, M., & Adair, J. K. (2021). Reconceptualizing assistance for young children of color with disabilities in an inclusion classroom. Topics in Early Childhood Special Education, 1-12. https://doi.org/10.1177/0271121421992429
Park, S. (2020). Demystifying disproportionality: Exploring educator beliefs about special education referrals for English learners. Teachers College Record, 122(5).
Park, S. (2019). Beyond underrepresentation: Constructing disability with young Asian American children to preserve the “model minority” stereotype. Asia-Pacific Journal of Research in Early Childhood Education, 13(3), 73-95.
Park, S. (2019). Disentangling language from disability: Teacher implementation of Tier 1 English language development policies for ELs with suspected disabilities. Teaching and Teacher Education, 80, 227-240.
Park, S., & Chou, F. (2019). CCSSO Framework on Supporting Educators to Prepare and Successfully Exit English Learners with Disabilities from EL Status. Washington, D.C.: Council of Chief State School Officers.
Park, S., Martinez, M.I., & Chou, F. (2017). CCSSO English Learners with Disabilities Guide. Washington, D.C.: Council of Chief State School Officers.
Park, S., Magee, J., Martinez, M.I., Shafer Willner, L., & Paul, J. (2016). English language learners with disabilities: A call for additional research and policy guidance. Washington, D.C.: Council of Chief State School Officers.
Park, S., & Lit, I. (2015). Learning to play, playing to learn: The Bank Street developmental-interaction approach in Liliana’s kindergarten classroom. Stanford, CA: Stanford Center for Opportunity Policy in Education.
Intrator, S., Park, S., & Lit, I. (2015). Artful teaching and learning: The Bank Street developmental-interaction approach at Midtown West School. Stanford, CA: Stanford Center for Opportunity Policy in Education.
Park, S. (2014). Bilingualism and children with autism spectrum disorders: Issues, research, and implications. NYS TESOL Journal, 1(2), 122-129.
