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Multilingual Learners and Students with Disabilities

“When a flower doesn’t bloom you fix the environment in which it grows, not the flower” – Alexander Den Heijer

Students with disabilities are diverse, and even students with the same disabilities may have very different strengths, preferences, and challenges. Multilingual learners and Language learners/ Emergent Bilingual students Labeled with a Disability are also very dynamic and diverse. Their unique cultural and linguistic assets as well as their language development and disability-related support needs should be woven into instruction. On this page, we share some general considerations to help support diverse multilingual learners labeled as having disabilities, but this is far from comprehensive and is simply a starting point.

What is a "disability"?

The World Health Organization defines dis/ability as resulting “…from the interaction between individuals with a health condition… with personal and environmental factors including negative attitudes, inaccessible transportation and public buildings, and limited social support. A person’s environment has a huge effect on the experience and extent of disability. Inaccessible environments create barriers that often hinder the full and effective participation of persons with disabilities in society on an equal basis with others” (2020).

The term “dis/ability” is often used to reflect this definition, bringing attention to the impact of barriers in the environment, culture, and political systems rather than situating the problem within the individual. Cognitive and physical impacts of dis/ability are, of course, real, but they become “disabling” in unsupportive environments (Waitoller & King Thorius, 2016).

 We should strive to structure the environment of our classrooms and our instruction to be welcoming, inclusive, and to reduce and remove these barriers for students.

The federal definition of disability in The Individuals with Disabilities in Education Act (IDEA) in the US identifies 13 categories of disabilities that determine eligibility of students for special education services (the state of Hawai‘i identifies 14 categories with the inclusion of development delay). Specific Learning Disability, Speech Language Impairment, Other Health Impairment (including ADD/ADHD), Autism, Intellectual Disability, and Emotional Disturbance are the most common disabilities among US public school students, including English learners with disabilities (USDOE Fast Facts).

 

Language, Culture and 'Dis/ability'

The language that we use shapes our thoughts and actions, so creating supportive environments also requires an intentional focus on asset-focused language and a values-based approach (Back et al, 2016). This often includes using “identity-first” language, like “student with a disability” or “student receiving Tier 3 interventions in math” rather than phrases that conflate students’ identities with institutional labels, like the often used “SPED student” or “Tier 3 student”. Students’ humanity is often obscured when they are defined primarily by labels associated with disability (Back et al., 2016) and deficit. Identity-first language is often “person-first” language (i.e., student with a disability), but not always. In some cases, when an individual with a disability feels that their disability is an important aspect of their identity, they may prefer identity-first language that is not person-first (i.e., deaf student, autistic student); however, this can vary among individuals. Language is always evolving, so it is important for educators to think about the evolution of their language and the language used in their schools by administrators, in IEPs and IEP meetings, and other teachers and to strive to use asset-focused language and language that honors the intersectional identities of and values all students.

 

It is also essential to consider students’ culture and backgrounds when considering supports for MLLs identified as needing special education services. Racialized learners, which often include MLLs, are disproportionately identified as needing special education services at higher rates and are segregated from inclusive learning spaces at higher rates for both special education services and disciplinary purposes as well (Achilles et al., 2007; Harry & Klingner, 2022). As a result, it is essential to think deeply our systemic and personal and cultural factors to identify the most inclusive supports for all students.  

What are some myths, misconceptions, & laws related to English learners with disabilities?

Myths

❌ MYTH: MLLs can not be dually identified as a student with a disability.

✅ FACT: Just like any student, an MLL can absolutely have a disability and as a result is entitled to services BOTH for language development and disability-related. “No dual services… policies are impermissible under the IDEA and Federal civil rights laws” (ESSA).

 

❌ MYTH: If MLLs are struggling, they should be placed in special education classes.

✅ FACT: Developing English proficiency is not a disability; therefore, unless identified with a specific disability, which interferes with a student’s ability to learn, they should not be placed in special education classes. In addition, special education is a service, not a place, and special education classes are not always the most appropriate place for students with identified disabilities. Many multilingual learners with disabilities benefit from the provision of special education supports in the general education classroom.

 

❌ MYTH: You should wait 3 years for an MLLs’ language to develop before evaluating an EL for a disability & potential special education services.

✅ FACT: Like any student who may have a disability, MLLs must be identified and evaluated “in a timely manner” (ESSA and English Learner Tool Kit: Tools and Resources for Addressing English Learners with Disabilities, Chapter 6). This way, the MLL can begin receiving disability-related supports as soon as possible. 

 

❌ MYTH: Once an MLL has been identified as needing special education services and has an Individualized Education Plan (IEP), they no longer need dedicated English language development (ELD) instruction.

✅ FACT:  ELD instruction is not an intervention and should be provided to all students identified as needing English learner supports even if they are receiving other literacy-focused and/ or disability-related interventions.

 

❌ MYTH: There is a hierarchy of services and Special Education services take precedence over English language development services.

✅ FACT: Special education services are often perceived as more powerful or legally binding and EL services as more guidelines or recommendations. However, this is not true. Students are entitled to receive support related to both their disabilities and their language development.

Other frequently unknown laws and policies

✅ An MLL expert or teacher, must be a part of the IEP team for MLLs with Disabilities.

“it is important for members of the IEP team to include professionals with training, and preferably expertise, in second language acquisition and an understanding of how to differentiate between the student’s limited English proficiency and the student’s disability.” (ESSA; U.S. Department of Justice & U.S. Department of Education, 2015)

✅ IEPs should include English language needs and goals for MLLs with disabilities (U.S. Department of Education, 2007)

✅ If parents have limited English proficiency, they must be provided translators for IEP meetings as well as translations for all IEP-related documents (English Learner Tool Kit:  Tools and Resources for Ensuring Meaningful Communication with Limited English Proficient Parents, Chapter 10).

What are cognitive connections between language development and disability?

Language Development* utilizes many of the cognitive processes that are often impacted by disability:

  • Short term/ working memory & processing
  • Executive Function, including organization*
  • Attention (& Noticing*)
  • Transitions between activities
  • Self-regulation

What are some ways to create a supportive learning environment for ELs and students with disabilities?

  • Set high expectations and provide robust scaffolding to support students to meet them.
  • Identify and leverage students’ strengths and preferences.
  • Leverage Universal Design for Learning to identify potential barriers and proactively design supports to reduce those barriers.
  • Consider & break down the cognitive tasks/ demands involved in lessons (use the list above as a starting point to identify potential barriers in lessons – i.e., does a task require students to organize information, and if so, can a scaffold be provided).
  • Set clear and achievable goals.
  • Provide modeling and explicit strategy instruction, especially for reading and writing.
  • Chunk information into small, focused segments/ tasks.
  • Provide outlines/ graphic organizers & teach students how and why they can be helpful.
  • Provide visual support for auditory information and auditory support for visual information.
  • Highlight and explicitly teach essential language features and vocabulary that students need.
  • Provide checklists/ check-ins to support students to self-regulate and seek support.
  • Provide timers for activities and count down to transitions.
  • **Emergent bilinguals may use additional working memory for language processes that are not yet automatic and thus may benefit from having tasks broken down and supported even further (See Supporting Content & Language Development).

Additional Resources

Tools And Resources For Addressing English Learners With Disabilities (US DOE)

“This is the sixth chapter of the English Learner Tool Kit, which is intended to help state and local education agencies (SEAs and LEAs) meet their obligations to English Learners (ELs).” This chapter provides information on law and policy related to services for mulitlingual learners with disabilities as well as strategies for support.

 

IDEA Definitions of 13/14 Disability Categories for Pre-K-12 Students (USDOE)

“Sec. 300.8 Child with a disability” in the Individuals with Disabilities in Education Act (IDEA) provides the federal definition of disability in the public school context in the US as well as definitions for the 13/14 officially recognized disability categories.

 

Special Education and ELLs: Policy and Guidelines (Colorín Colorado)

This resource provides short videos outlining specific law and policy related to multilingual learners with disabilities as well as a wealth of links for related information and supports.

 

How We Label Students with Disabilities: A Framework of Language Use in an Urban School District in the United States (Back et al., 2016)

This article discusses the impact and role of language used to label students with disabilities. As language, thought, and behavior are intertwined, it is essential that we are intentional about how we think and talk about students with disabilities. Based on interviews and understanding of experiences of students with disabilities, they offer a framework for thinking about accurate and asset-focused language use.

 

Consider Culture Before Referral of Culturally and Linguistically Diverse Students for Special Education Services (Farnsworth, 2016)

In this article written for Colorín Colorado, she explores different kinds of culture and explains the impact that culture can have not only on a child's experience in school but on how teachers interpret and evaluate that experience.

Research & References

Achilles, G. M., McLaughlin, M. J., & Croninger, R. G. (2007). Sociocultural correlates of disciplinary exclusion among students with emotional, behavioral, and learning disabilities in the SEELS national dataset. Journal of emotional and behavioral disorders, 15(1), 33-45.

 

Back, L. T., Keys, C. B., McMahon, S. D., and O'Neill, K. (2016). How we label students with disabilities: A framework of language use in an urban school district in the United States. Disability Studies Quarterly, 36(4). Retrieved from http:/ /dsq-sds.org/article/view/4387/4481

 

Baglieri, S. & Lalvani, P. (2020). Undoing ableism: Teaching about disability in K-12 classrooms. Routledge.

 

Cioè-Peña, M. (2021). Raciolinguistics and the education of emergent bilinguals labeled as disabled. The Urban Review, 53(3), 443-469.

 

Cioè-Peña, M. (2021). (M)othering labeled children: Bilingualism and disability in the lives of Latinx mothers (Vol. 131). Multilingual Matters.

 

Friedrich, P. (2019). Applied linguistics in the real world. Routledge.

 

Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. Qualitative Studies in Education, 15, 613–629.

 

Harry, B. (2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74, 372–388. 

 

Harry, B., & Klingner, J. (2022). Why are So Many Students of Color in Special Education?: Understanding Race and Disability in Schools. Teachers College Press.

 

Hoover, J. (2012 ) Reducing unnecessary referrals: Guidelines for teachers of diverse learners. Teaching Exceptional Children, 44(4), 38-47. 

 

Kormos, J., & Smith, A. M. (2012). Teaching languages to students with specific learning differences (Vol. 8). Multilingual matters.

 

Migliarini, V., & Stinson, C. (2021). A disability critical race theory solidarity approach to transform pedagogy and classroom culture in TESOL. TESOL Quarterly, 55(3), 708-718.

 

Rossetti, Z., Sauer, J. S., Bui, O., & Ou, S. (2017). Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process. Teaching exceptional children, 49(5), 328-338.

 

Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366-389.

 

World Health Organization. (2020). Disability: Overview. https://www.who.int/health-topics/disability#tab=tab_1