In our first article in this series, the universal design for learning (UDL) principles (CAST, 2024) were introduced as a much-needed framework to respond to learner variability, more specifically to dually identified English learners we referred to as multilingual learners with exceptionalities. Firmly rooted in the sociocultural tradition that language develops through meaningful interactions and grounded in the UDL principles of multiple modes of engagement, representation, and action and expression, the integration of UDL guidelines has been found to benefit students with disabilities or learning support needs, as well as multilingual learners with and without exceptionalities.
As UDL is already present in many classrooms across the US and internationally, we further advocate for a collaborative approach to its implementation. When a group of educators who share students also share instructional beliefs and practices, with consistent application, the UDL design principles can provide multiple access points for learning.
Why is it persuasive to turn to UDL?
For teachers of multilingual learners with exceptionalities, academic success can be achieved when combining UDL principles and collaborative practices. Therefore, the design of lessons must take place with all learners in mind, especially those with diverse academic, cultural, and linguistic backgrounds. Language and literacy development is also enhanced when cooperation, coordination of services, and impactful, intentional collaboration on behalf of all students are part of the instructional process. We are inspired by Amanda Kibler (2023), who offers a compelling argument that all students deserve rightful presence (not merely inclusion) and educational dignity (not merely support). Following on from the work she and her colleagues did (2019) studying the complex relationships between classroom characteristics, linguistic integration, and teacher practices, Kibler (2023) further noted that schools must create the most expansive learning environment (not merely the least restrictive environment).
We also know that no teacher can accomplish all that alone.
With an increased number of multilingual learners with exceptionalities in schools today, the time has come for all educators—teachers, specialists, administrators, and support personnel—to fully embrace collaboration, combine professional expertise, and integrate already successful strategies such as UDL to meet the needs of all students.
Think about your current students and consider which of them are exceptional learners who may require special education programming and related services, or those who may need to be challenged further and recognized for their giftedness. Remember that some multilingual learners with exceptionalities may also be classified as twice exceptional. Students need to be the recipients of all services to which they are entitled. So, the question now becomes: How can we collectively create a balanced, equitable approach to serve all students, including multilingual learners with exceptionalities?
Where to begin?
Many multilingual students are at the intersection of diversity and exceptionalities, and program models and instructional practices may not have caught up with this intersectionality. The field of education seems to find challenges in understanding and recognizing the multidimensional aspects of students’ identities, including students with disabilities and newcomers first learning to speak a new language. In UDL Guidelines 3.0 (2024), there is a new emphasis on identity as part of variability (CAST, 2024).
It is time to raise the question of how to best create what Jung (2023) refers to as a universally welcoming environment. In closer examination of learning environments, we noticed that teachers prepared with a special education background might not be knowledgeable about language proficiency levels, typical stages of language acquisition, or best strategies for students with limited or interrupted formal education (SLIFEs). The inverse seems true as well. Teachers prepared for working with student populations learning English as a new or additional language—or even a third or fourth language—may not have been introduced to strategies for the broad spectrum of diverse learners, many of whom are classified within the special education continuums.
What we propose is that we begin (or more intentionally continue) to collaborate and permanently break down the silos. We invite you to refer to Table 1 and self-assess by identifying what is already being implemented in your own context and by selecting short-term and long-term goals.
The list in Table 1 is by no means complete and final: it could and should be augmented with additional strategies, and as such, we encourage you to adapt it for your own needs. What we firmly advocate for, though, is to make certain that UDL is considered a common denominator for lesson planning and instructional practices for all students. Why so?
The UDL dimensions of engagement, representation, and action and expression will support grade- and age-appropriate expectations for all students.
UDL may be honored along with other asset-based approaches and theoretical frameworks when creating engaging lessons with multiple access points and opportunities for students to authentically connect with the learning targets.
Who collaborates with whom on behalf of multilingual learners with exceptionalities?
Collaboration is a fluid and complex process, but without clear guidelines, many teachers are not always sure how to proceed. We believe it is a co-generative process formulated by participation and interactions from various school personnel, often including the general education teacher, the special educator, the language development specialist, and others who directly interact with multilingual learners with exceptionalities. Different communities may have specialized terms, such as teacher, consultant teacher, or coach. Regardless of the formal titles, the intention for collaborators is to work together, rely on each other, share with each other, and capitalize on each other’s strengths.
Consider the following list and reflect on what collaboration may look like in each of the scenarios in which teachers work in partnership with colleagues.
Recognize that some collaborations may be regularly scheduled and sustained, while others may only occur occasionally or on an as-needed basis.
- Grade-level teachers (at the elementary level)
- Content-area teachers (at the secondary level)
- ELD teachers and special educators
- Bilingual and dual language educators
- Educators specializing in speech–language pathology; behavioral, occupational, and physical therapy; mental health; and so forth
- Librarians and special area teachers (music, art, physical education, health science, and so forth)
- Teaching assistants and paraprofessionals
- Instructional coaches
- Instructional leaders and administrators
- Parents or guardians
- Community liaisons or other members of the larger linguistic community
Let’s recognize that UDL might be the common frame of reference, but collaboration may look different in different settings. Regardless, the goal is always to act in the best interest of the students, while also tapping into and enhancing the collaborating educators’ collective wisdom and impact.
How can we align UDL dimensions and collaborative practices?
In a universally designed classroom, teachers share content knowledge and skills while ensuring that learning is meaningful, appropriately assigned, authentic, and engaging for all students. The updated 3.0 UDL dimensions acknowledge that learning may look different in every classroom, but the fundamentals are universal. Teachers, no matter where they work or with what population of students, can count on consistent UDL guidance. This is helpful since educators often change grades, schools, districts, and even certifications. But UDL and collaborating conversations around UDL can remain steady. We agree with Allison Posey (2024) that there are some common elements that teachers can rely on when planning with UDL in mind:
All learners knowing the goal (and we believe teachers as well)
Intentional, flexible options for all students to use
Student access to resources from the start of the lesson
Students building and internalizing their own learning (para. 11)
When working collaboratively with colleagues, you may work in a range of configurations but share a commitment to providing evidence-based best strategies and optimal learning outcomes. When teaching multilingual learners with exceptionalities, the goal is to give significant attention to academic skills, linguistic growth, and multiple access points to learning based on identified needs. We recognize that sometimes teachers are in a shared classroom simultaneously and implement well-established co-teaching strategies. At other times, there may be coordinated teaching efforts. We define this as the times that two or more educators may collaboratively plan and assess their students, monitor student progress jointly, even carefully align curricular and instructional goals—but may not be in the same classroom at the same time. We refer to both types of practices as collaborative teaching—the students may be shared, but classroom space may not (Honigsfeld and Cohan, 2024). In Table 2, we offer key practices both for coordinated teaching and co-teaching, with a word of advice. These recommendations are flexible and may be applicable to a range of configurations, including bilingual and dual language classrooms.
How can we make this work?
You might find the strategies in Table 1 and the key collaborative teaching practices in Table 2 highly ambitious. They are indeed. Here are three helpful hints for collaboration within a school, whether educators are co-teaching or employing elements of coordinated teaching:
Engage in collaborative curriculum planning and alignment so there is a mutual understanding of the yearly goals that will be achieved.
Offer sustained professional learning opportunities for UDL and other approaches that support multilingual learners and are attended by all participating teachers.
Put student engagement and agency first—collaborate with your students and their families through the UDL lens as well.
Teachers who engage in collaborative practices benefit from research-based strategies that recognize the academic, cultural, and linguistic backgrounds of their multilingual learners. This underscores the value of universal design for learning as a vehicle for important learning dimensions such as enhanced engagement, representation, and action and expression.
Asset-based practices such as UDL will support teachers whether they are co-teaching, coordinated teaching colleagues, or specialists. The UDL principles will support the instruction of multilingual learners while recognizing the importance of access and equity.
References
CAST (2024). “UDL: About the guidelines 3.0 update.” https://udlguidelines.cast.org/more/about-guidelines-3-0/
Honigsfeld, A., and Cohan, A. (2024). Collaboration for Multilingual Learners with Exceptionalities: We Share the Students. Corwin.
Jung, L. A. (2023). Seen, Heard, and Valued: Universal Design for Learning and Beyond. Corwin.
Kibler, A. (2023). “Why Ecologies Matter: Critical and dialogic perspectives on instruction, assessment, and policies impacting multilingual youth.” Keynote presentation. Improving Instruction, Assessment, and Policies for Secondary English Learners Across the Content Areas, May 8, 2023, Washington DC.
Kibler, A. K., Molloy Elreda, L., Hemmler, V. L., Arbeit, M. R., Beeson, R., and Johnson, H. E. (2019). “Building Linguistically Integrated Classroom Communities: The role of teacher practices.” American Educational Research Journal, 56(3), 676–715.
Posey, A. (n. d.). “Universal Design for Learning (UDL): A teacher’s guide.” www.understood.org/en/articles/understanding-universal-design-for-learning#What_does_UDL_look_like_in_the_classroom?
Dr. Audrey Cohan is senior dean for research, scholarship, and graduate studies at Molloy University, New York. She began her career as a special education teacher in New York City working in self-contained and resource-room settings. She has been at MU for 29 years and has served as professor, chairperson, and interim dean. The textbook Serving English Language Learners (2016) earned the Textbook & Academic Authors Association’s Most Promising New Textbook Award.
Dr. Andrea Honigsfeld is a TESOL professor at Molloy University, NY, author/consultant, and sought-after international speaker, whose work primarily focuses on teacher collaboration in support of multilingual learners. She is the co-author/co-editor of over 30 books, eleven of them best sellers.
