Our Faculty

Soyoung Park

Director, Early Childhood Special Education Programs

Soyoung began her career as a kindergarten special and general education teacher in inclusion classrooms. She went on to work with young immigrant children with disabilities as a language intervention specialist and researcher, while pursuing her doctorate in Curriculum Studies and Teacher Education at the Stanford Graduate School of Education. Prior to joining the faculty at Bank Street, Soyoung worked as a teacher educator in the Stanford Teacher Education Program and the University of Texas at Austin Department of Special Education. She has written and presented extensively on her work with children and families, focusing on issues of social justice at the intersections of disability, race, immigration, and language status. Soyoung is deeply passionate about co-constructing learning experiences for children and teachers that support critical reflection, celebration of multiple identities, and agency towards social change. In addition to her teaching and advising at Bank Street, Soyoung conducts research on redesigning classrooms for multilingual learners with disabilities to be more child-centered, universally designed, and culturally sustaining. As a faculty member in Early Childhood Special Education, Soyoung aims to create spaces for educators to engage in criticality and the reconceptualizing of early learning experiences for young children with disabilities.

Educational Background

PhD, Stanford University


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.