Multilingual Learners with Disabilities Micro-Credential

This first course in the pathway builds the foundational knowledge educators need to support multilingual learners who may also have disabilities, guided by a central question: What do I need to understand? Participants explore how second language acquisition, disability, and opportunity to learn interact to shape students’ educational experiences, and apply principles of culturally and linguistically responsive education to describe asset-based approaches to teaching. The course also examines patterns of disproportionality and inequity affecting multilingual learners in special education, along with the legal and civil rights protections that guide equitable practice for these students.

This course introduces frameworks and decision-making tools that help educators prevent misidentification and build equitable pre-referral processes for multilingual learners, guided by the question: How do I decide to move forward with evaluation? Participants learn to use a common language and framework that reduces bias when discussing student performance, and to distinguish expected multilingual language development from behaviors that may warrant further investigation. The course also guides educators in assessing whether instruction, interventions, and progress monitoring are culturally and linguistically appropriate, and in drawing on multiple sources of data to make equitable, team-based pre-referral decisions.

This course examines the legal, ethical, and instructional considerations for conducting culturally and linguistically responsive special education evaluations, guided by the question: How do we evaluate legally and ethically? It assumes a team has already applied a culturally and linguistically responsive lens during pre-referral and is ready to move forward with evaluation. Participants apply IDEA requirements to guide legally compliant evaluations, weigh the appropriateness and limitations of assessment tools used with multilingual learners, and determine when and how to involve interpreters and cultural liaisons. Designed for team members who don’t administer assessments in addition to the specialists that do, the course uses a collaborative evaluation framework to strengthen partnership between special education and ELD specialists and support equitable, team-based decisions. This course complements, and does not replace, the specialized preparation required to administer and interpret assessments.

This course supports IEP team members in writing responsive, appropriate goals and services for dual-eligible students, guided by the question: How do we document and plan? Participants learn to ensure IEP components reflect students’ cultural and linguistic backgrounds, develop goals and supports grounded in asset-based, culturally and linguistically responsive practices, and evaluate accommodations and modifications for appropriateness and instructional alignment. The course also explores inclusive team practices that bring special education and ELD staff, families, and students meaningfully into IEP development.

This course explores how general education, English language development (ELD), and special education staff can work together to serve dual-eligible students, guided by the question: How do we work together systemwide? Participants analyze service delivery models for multilingual learners with disabilities to identify strengths, gaps, and risks of fragmentation, and clarify roles and responsibilities across general education, ELD, special education, and support staff. The course also examines inclusive instructional practices such as Universal Design for Learning (UDL) and scaffolding that address both language and disability-related needs, along with ways to use progress monitoring and shared data to coordinate instruction and adjust supports collaboratively.

This course examines the practices needed to support multilingual learners whose educational trajectories, identities, and needs call for targeted approaches, guided by the question: How do we adapt for specific learner profiles? Participants explore the characteristics and educational needs of specific dual-eligible populations, including newcomers, students with limited or interrupted formal education (SLIFE), long-term English learners (LTELs), and multilingual learners who are deaf or hard of hearing (DHH). The course also helps educators distinguish instructional, linguistic, and social-emotional needs across these populations and apply asset-based, culturally sustaining practices when supporting multilingual learners from diverse backgrounds.

This optional course in the micro-credential offers specific strategies and guidance for supporting multilingual learners with significant cognitive disabilities, guided by the question: How do we teach in the most complex settings? Participants learn to adapt core content, routines, and instructional materials to ensure meaningful access, and apply principles of access and inclusion to design language-rich instruction in highly supported settings. The course also explores communication supports, including augmentative and alternative communication (AAC) and functional communication systems, that promote language development and participation across languages.