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The editorial Multilingualism and Neurodevelopmental Disorders examines the intersection of multilingualism and neurodevelopmental disorders through discussing four key studies, covering autism spectrum disorder (ASD), speech-language impairments, and intellectual developmental disorders. It emphasizes the growing interest in multilingualism's impact on cognitive and language development and highlights critical gaps in research, particularly concerning children with neurodevelopmental disorders. THantman et al. reveal inconsistencies in how multilingualism is defined across studies, making it difficult…

This article is a synthesis of research offering practical guidance for practitioners. In the article, the author emphasizes the importance of collaboration between teachers and speech-language pathologists (SLPs) to enhance the educational outcomes for students with disabilities. The article highlights various collaborative strategies, such as co-teaching and shared book reading, that leverage the expertise of both teachers and SLPs to provide language-rich instruction and support for students, including multilingual learners.…

This article shares key findings from classroom observations and teacher interviews which shed light on the classroom practices to support the English language development of students who are dually identified as English learners and students with significant cognitive disabilities. Of these practices, drills and repetition, read aloud, and total physical response were among the more frequently observed interactive tasks. The most frequently observed cognitive strategies were listen/repeat, use of imagery, and use of graphic organizers. The most common social/affective strategies were asking questions and encouragement/lowering affective filter. Pointing and verbal response were the most common ways that students demonstrated learning in the classroom. Picture cards was another typical approach. When asked about the development of alternate English language proficiency assessment, educators said that assessment should be interactive and include real images that are familiar to the student. They also emphasized that assessment should also relate to the student’s experiences and the classroom curriculum. Educators frequently reported that they received professional development in the form of teacher-to-teacher activities or that they received no support calling attention to the need for on-going professional development for educators.

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The article "TrUDL, A Path to Full Inclusion: The Intersectional Possibilities of Translanguaging and Universal Design for Learning" explores how integrating translanguaging and Universal Design for Learning (UDL) can create more inclusive and equitable classrooms for emergent bilingual learners with disabilities (EBLADs). Translanguaging allows students to draw from their full linguistic repertoire, while UDL promotes multiple means of engagement, representation, and expression in teaching. Cioè-Peña argues that combining these approaches…