How to work with families of multilingual learners with disabilities

Engaging with families of multilingual learners (MLs) with disabilities is a vital step in creating a supportive classroom environment. These families often face unique challenges as they navigate new cultural norms, the complexities of special education and language barriers. Brighid Finley is an English language development specialist and the lead of the ELD department at her school in Wentzville, Missouri. She often works with MLs with disabilities. Here are her tips for building meaningful relationships with these families while fostering a sense of belonging.

Create a culture of belonging

Key takeaway: Demonstrate your care for the students and their families.

To welcome families into your school community, aim to make your environment feel effortlessly inclusive.

“It’s crucial to approach each family with cultural understanding and cultural curiosity,” Brighid said.

In many cultures, disabilities might not be openly discussed or understood, she said. For example, families coming from collectivist cultures may prioritize community and unity over individuality. Acknowledging this can help you approach conversations about disabilities with sensitivity, emphasizing how accommodations can support a child while maintaining connection to their cultural values. By fostering a nurturing and safe space, families will feel more comfortable engaging with the school community.

Prioritize communication

Key takeaway: Ask families to describe their children in the home context. MLs with disabilities interact with their families and communities in multiple ways that can vary by cultural background. Inviting families to share their perspectives builds trust and can help educators recognize the assets that families and students bring.

Open communication with families is key. Building relationships with caregivers should be a priority. Families will remember when you take extra steps to help them navigate unfamiliar systems and supports.

“I know as teachers we are all drowning in paperwork, lesson plans and grading, but I prioritize the families above it all,” Brighid said.

Brighid recommends trying to gather as much information from families as possible. This can open up dialogue and provide valuable insights while avoiding assumptions. When language barriers exist, use interpreters, but keep in mind that not everything translates perfectly from culture to culture.

“I try to be patient and clarify terms that might not exist in a family’s native language or cultural framework, like ‘sensory seeker.’”

Lead with curiosity, not assumptions

Key takeaway: Use culturally and linguistically responsive strategies.

Approach every family interaction with cultural humility. Never assume you know everything about a family’s culture or values. As an example, Brighid explained how cultural milestones, such as toilet training, can vary significantly. By being open to learning, you’ll build trust and better understand a family’s perspective.

Start conversations by asking questions rather than making statements. Questions like, “What are some things that are important to your child’s story?” or “What expectations are typical in your culture?” show genuine interest and help families feel seen and valued. This approach also helps to frame special education as a tool for support rather than a sign that their child is “falling short” of expectations.

“I try to never enter a situation as an ‘expert’ or with cultural pride,” Brighid shared. “I’m here to help and collaborate, not to be an authority figure with all the answers.”

Brighid has found this approach can go a long way. She says having humility and being ready to learn helps show respect to other cultures and gives you insight that will enhance your ability to advocate for your students.

Understanding the nuances of a student’s culture and background can inform your teaching strategies and allow you to better navigate the school system on their behalf. By bridging cultural and linguistic gaps, you create a more inclusive environment that supports the student’s academic and social-emotional growth.

Build collaborative relationships

Key takeaway: To meet the needs of MLs with disabilities, educators and families must communicate and collaborate at all stages of the process.

Collaboration is the cornerstone of a strong teacher-family partnership. One way Brighid collaborates with families is through a survey on the child’s history. Tools like surveys can help gather information about a child’s background, such as milestones, language use and other key aspects of their story. These surveys help her better understand the child and gather information, but they also give the family a chance to share their voice and contribute to the process.

Collaboration doesn’t stop there—it's about maintaining ongoing communication and being open to feedback.

Be sure to identify student strengths and offer examples of student work so families can see student progress.

Brighid leans into her empathy when working with these families. She draws on her own experiences living in countries where the dominant language wasn’t her own. Speaking Spanish and Russian allows her to connect with families more personally, but her openness to learning about other cultures is what makes the biggest difference. Even if you don’t speak the same language, demonstrating empathy and a willingness to learn will go a long way.

Here are some specific tips for collaborating with families:

• Learn about the family’s language preferences and set up a communication format that facilitates full participation by all family members.
• Avoid jargon in writing and speaking. Be sure to spell out and explain acronyms.
• Prepare translations of all documents and provide them to families before meetings so they can review them and prepare.
• Clearly describe the plan for language learning—in both English and the home language—including who will be working with the student and in what settings.

Final thoughts

Engaging with families of MLs with disabilities requires empathy, curiosity and a commitment to cultural humility. By prioritizing relationships, communicating openly and embracing a collaborative mindset, you can create a classroom where every family feels valued and supported. These efforts not only enrich your teaching practice but also empower families to have an active role in their child’s education journey.

WIDA Resource: Looking for tips on how to engage families in Individualized Education Program (IEP) meetings? Refer to ALTELLA Brief No. 4 for a list of potential IEP components and questions to consider during IEP development.