Strategies for working with multilingual learners with disabilities

By Hannah Haynes

Teaching multilingual learners (MLs) with disabilities presents unique challenges and opportunities. Educators must navigate language barriers while ensuring that students with different abilities receive the support they need. We spoke with two experienced educators, Ruby Nemeth and Amy Lehman, to hear about the practical strategies they use to foster effective learning environments. Ruby and Amy are both teachers for students who are blind or have other visual impairments.

Embrace Universal Design for Learning (UDL)

“My teaching philosophy is grounded in the principles of UDL, which emphasizes multiple means of representation, engagement and expression,” Ruby said. “This approach ensures that all students, regardless of their language or disability, have the same access to learning opportunities.”

By incorporating visual aids, auditory materials and tactile resources, teachers can create learning experiences that accommodate various needs.

Key Takeaways

• Use multimodal teaching strategies, including visuals, hands-on activities and auditory supports.  
• Provide students with options to demonstrate their understanding, such as verbal responses, written work or interactive projects.
• Ensure all materials are accessible, using braille, large print or digital tools as needed.  

Build Strong Relationships With Students and Caregivers

Understanding a student’s background is crucial to their success. Ruby prioritizes open communication with caregivers through meetings, emails and home visits. Similarly, Amy stresses the importance of gathering input from students themselves, using interpreters when possible and utilizing technology to bridge communication gaps.

“I’ve started bringing my phone with me to help interpret some things,” Amy said.

Check out this article to learn more about working with families of MLs with disabilities.

Key Takeaways

• Regularly communicate with caregivers to understand students’ needs and cultural backgrounds. Formal meetings can be a very effective way to connect.
• Utilize interpreters and translation tools whenever possible.
• Foster student engagement by learning key phrases in their home language to create a welcoming environment.

Collaborate With Colleagues and Support Staff

Collaboration is key to supporting MLs with disabilities. Ruby and Amy both emphasize the value of consulting with general and special education teachers, paraprofessionals and related service providers.

“Related service providers usually share a document with me that shows information about the student,” Amy said. “The document typically includes what everyone is working on and the growth that’s occurred.”

Key Takeaways 

• Maintain a shared document where educators and service providers can update student progress and strategies.
• Observe students in various settings to gain a comprehensive understanding of their learning styles and needs.
• Attend professional development sessions on working with MLs and special education practices.  
• Collaborate with other educators and experts to ensure a holistic approach to each student’s education.

Leverage Assistive Technology

Assistive technology can play a significant role in bridging learning gaps. Screen readers, speech-to-text technology and audiobooks are all examples of tools that could be helpful.

“At the beginning of my career, I wish I had more training in assistive technology and multilingual education strategies,” Ruby shared. “For first-year teachers, I recommend seeking professional development opportunities in these areas.”

Key Takeaways  

• Explore digital tools like screen readers, speech-to-text software and translation apps.
• Advocate for professional development on assistive technology and multilingual education.
• Seek resources and guidance from ML specialists to integrate effective language support strategies.

Experiment With Interpretation and Meeting Practices

The way an interpreter contributes to Individualized Education Program (IEP) meetings with caregivers can vary and some ways may not be as effective as other ways.

“I have been at meetings where a teacher talks uninterrupted for 10 minutes. Then, the interpreter will sum up what a teacher said in a few sentences. In these situations, the parent is missing a lot of information,” Amy said. “Other times I’ve seen an interpreter have a microphone on their collar and a caregiver with an earbud in. The interpreter was able to speak in real time to the caregiver and feedback from the parent was immediate.”

Consider the ways you’re working with an interpreter and how it can be improved.

Key Takeaways  

• Different interpretation techniques can be explored to prioritize full understanding and timely feedback during IEP meetings.
• Consider how meetings with families of MLs with disabilities should be adjusted to meet their needs.
• Talk with the interpreter and caregiver prior to the meeting to learn what works best for them.
• Make sure all members of the IEP team know what to expect and what the interpretation looks like.

Advocate for More Instruction in Home Languages

Multilingual students are often expected to learn entirely in English, but this can hinder their progress, Amy said. Providing instruction in a student’s home language alongside English development can improve comprehension and retention.

Key Takeaways

• Where possible, incorporate multilingual instructional materials and support.
• Use peer support systems where MLs can help one another with language development.

Final Thoughts

Educators working with MLs with disabilities must be flexible, collaborative and resourceful. Adopting UDL, leveraging technology, fostering relationships and advocating for better language support are just a handful of tactics that Ruby and Amy recommend.

“My dream is for all my multilingual learners, with and without disabilities, to achieve their fullest potential and become confident, independent individuals,” Ruby said. “As a multilingual person myself, I hope to see them excel academically, socially and emotionally, and to be empowered to advocate for themselves and others. Ultimately, I aspire for them to have equal opportunities to succeed in whatever paths they choose.”