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Currently, a quality education for multilingual learners in the United States has been reduced to how quickly students can learn English so they can be absorbed into general education content classrooms (Viesca, 2013). In part, as with multilingual learners, educating students with disabilities focuses on providing students with an individualized education to remedy their disabilities and as soon as possible transition them to a general education classroom. We suggest there is a need to reconceptualize current approaches to educating multilingual learners and students with disabilities to build an education that will maximize their learning opportunities and potential rather than act as an attempt to fix perceived deficiencies (i.e., English and disabilities) in order to normalize students as quickly as possible.