INCREASING TEACHER CAPACITY TO DELIVER EQUITABLE INSTRUCTION FOR MULTILINGUAL LEARNERS WITH DISABILITIES

Abstract

Multilingual learners with disabilities (MLs with disabilities) represent a growing student population whose instructional needs require the intentional integration of second language acquisition (SLA) theories, special education practices, and culturally responsive pedagogy. Despite this need, a persistent problem of practice exists in which elementary schools’ instructional supports are not fully addressing both the language and cognitive needs of MLs with disabilities, thereby potentially limiting opportunities for language proficiency and academic achievement. These instructional gaps are further compounded by variability in educator preparation, inconsistent collaboration among service providers, and limited system-level structures to support integrated instructional decision-making. Given the complexity of simultaneously addressing language development and disability-related learning needs, it is critical that school systems strengthen educator knowledge, instructional capacity, and collaborative practices from the earliest stages of intervention. This study utilized the Plan-Do-Study-Act (PDSA) framework within an Improvement Science methodology to pilot a three-module online professional development training with 12 elementary special education and English Language Development (ELD) educators across several schools in a large urban school district in the Mid-Atlantic region of the United States. The modules focused on SLA theories, High-Leverage Practices (HLPs), Universal Design for Learning (UDL), and culturally responsive instructional strategies. The pilot also included structured focus group discussions to capture qualitative insights into participants’ learning experiences, perceptions, and instructional application of the content. Findings indicate that participation in iterative professional learning cycles was associated with increases in educators’ conceptual understanding and self-reported confidence across SLA theories and related instructional frameworks. Participants reported greater clarity in distinguishing between language acquisition and disability and increased readiness to integrate multiple instructional approaches when planning for MLs with disabilities. Participants also emphasized the importance of collaborative structures and practice-based supports, including modeling and applied examples, in strengthening instructional application.